The CABE Journal - January 2023

Sheila McKay Sr. Staff Associate for Government Relations, CABE

At their December meeting, the Board adopted their legislative proposals, some of which are clean up from the Sheff settlement. The proposals include:

• Allow the Alliance District program to be automatically renewed every five years and caps the number of districts identified at 33. These 33 districts will receive from the State Department of Education (SDE) the extra intensive supports necessary to improve student outcomes. It also allows any district that has ever been identified as an Alliance District to keep that designation for the purposes of calculating their ECS grant and receiving Alliance District funds. They will also receive support from SDE but at a less intensive level. Second, the proposal makes the look back period for calculating a district’s Alliance District grant the same for the three newly identified districts as the previously identified districts. All Alliance Districts will now use FY 2012 as the base year.

• Provide legal authority to the Commissioner of Education to recommend changes to the CT Guidelines for Educator Evaluation and Support (Guidelines) to the State Board of Education (SBE), and for the SBE to have the legal authority to adopt recommended changes. The Performance Evaluation Advisory Council (PEAC) shall recommend proposed changes to the Guidelines for the Commissioner of Education to consider.

Currently, the Guidelines must

Summer Learning Program

McCarthy Executive Director & General Counsel, CABE

The Preston School District implemented a PK-7 (Entering K-8) program is designed to close learning gaps for students impacted by loss of instructional time due to COVID using federal ESSER funds. All 400 district students were invited to participate, and sixty-five students participated. Of those, 53 are in PK-5. Both academic and social/emotional needs of the students are assessed during the program. A student noted “Summer school is WAY better than summer camp”!

Innovative Elements of the Program

• Unique partnership with Mystic Aquarium. Students were taken to the aquarium every Thursday to engage in high-interest activities that have been mapped out in advance so that teachers can create companion lessons in the days before and after each topic.

• Students in the ESY program were included in these activities as well. Additional supports were put into place to assure students with behavioral issues had support

while at Mystic Aquarium.

• Grade 3 students created treasure maps as pirates might have used. They were totally engaged and the teacher’s excitement was visible.

• An unintended outcome was the creation of a summer learning handbook and a staff handbook for the regular school year.

Outcome Measurement

• Each grade level has specific social/ emotional and academic goals for students. Assessments are conducted at the beginning and end of the summer program.

• Students are surveyed about their experiences both academically and social/emotionally. A Parent Survey was suggested and will be added.

• Goal: By the end of the 2022-23

View from the Capitol

McCarthy Executive Director & General Counsel, CABE

The 2023 Legislative session will begin with a flurry of activity, as legislators are sworn in, organizational committee meetings are conducted, legislation is submitted, and Committee membership is finalized.

We are excited to be working with Representative Jeff Currey in his new role as House Chair of the Education Committee.

Many logistical details, including access to the Legislative Office Building and the State Capitol for members of the public and procedures for public hearings, will be finalized.

This long legislative session, running from January 4 to June 7, will include adoption of the biennial State budget. The Governor will submit his budget proposal to the Legislature in early February.

The view from the Capitol will become clearer as these logistical and substantive issues are addressed. Now is the time to build upon or develop connections with your legislators to help them be effective advocates for your public schools.

Patrice

Patrice

Happy New Year!

Brown President, CABE

I’m writing this article on December 7, the day our country honors the 2,403 heroes who lost their lives during the attack on Pearl Harbor in 1941. Especially honored is a USS Arizona sailor Lou Conter, now 101, who survived the horrific bombing of and sinking of his ship. The U.S. Navy and National Park Service host a remembrance service each year at Pearl Harbor. Lest we forget. As the number of survivors age, organizers understand that as a country we may not be able to connect with their stories and living memory. The theme of the event is “Everlasting Legacy.” The idea of connection is powerful, and a theme ribboned throughout the CABE/CAPPS Convention in November.

Keynote speaker Dr. Nii Addy, Neuroscientist, Professor and Mental Health Advocate at Yale University, highlighted the importance of connection, deeply wired in our brain composition. Connection to

family, friends, school community and society are essential for healthy mental health. He discussed how essential brain chemicals respond to stress, danger and trauma experiences. Like many of you, I rarely think about how my brain works, or in some instances, doesn’t work! The science of the brain is clear. Humans need deep connections to maintain balance and perspective. Without connections the unbalance leads to depression, anxiety, and substance use disorders.

The message from scientific research challenges boards and educational leaders to understand the science and intentionally “connect” to each other. How does the school schedule and calendar make connections by providing time for interactions, fun, creativity, community involvement? Academics should not be separate from human emotions and belonging. Food for thought.

Student panelists, Kruti Dharsandiya, Windsor High School, and Melinda Lu, Amity

Regional High School, shared their perspectives on how to improve the education system. Two well spoken, passionate, engaged students challenged Boards to look beyond the bricks and mortar and everyday life of the school day to “connect” with the lives of students and help them grow and mature into their best selves. How does your Board engage and listen to student voice? Food for thought.

The ”Connection” theme continued Saturday morning with the presentation of Dr. Craig Hlavac, Associate Dean of the Liberal Arts at Southern Connecticut State University. For the past 15 years he has also been the director of the University Band at SCSU. Comparing the role of the orchestra conductor to the work of the Board “orchestrating” school districts, bringing resources, skills and experiences into a cohesive symphony/school district, reinforces the importance of connecting to all stakeholders in our districts. How does your Board help each student connect with their own talents, creativity and passions? Food for thought.

The Convention offered opportunity to think, catch up with old friends and make new ones. Workshop topics on civility, roles and responsibilities of boards, trends in curriculum, communication, and so much more energized and renewed commitment to the mission of public schools, to “connect” with all students in their educational journey.

I look forward to a successful New Year working with all Boards to make connections that work for all school districts and the students and families we serve.

Happy New Year!

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

Vision: CABE is passionate about strengthening public education through high-performing, transformative local school board/ superintendent leadership teams that inspire success for each child.

Board of Directors

EXECUTIVE COMMITTEE

Elizabeth Brown | President, Waterbury

Leonard Lockhart | First Vice President, Windsor

Meg Scata | Vice President for Government Relations, Portland

John Prins | Vice President for Professional Development, Branford

Lon Seidman | Secretary/Treasurer, Essex

Donald Harris | Immediate Past President, Bloomfield

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

Joseph Wilkerson | Associate, Bloomfield

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.

Elizabeth

CABE Affiliate Members

BUSINESS AFFILIATES

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Connecticut Business Systems –

A Xerox Company

Finalsite

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Berchem Moses PC

HIGH HONORS

HONOR ROLL

JCJ Architecture Kainen, Escalera & McHale, P.C.

Newman/DLR Group

SCHOLAR

Brown & Brown

Chinni & Associates, LLC

Coordinated Transportation Solutions Dattco, Inc.

ESS

The Lexington Group

Perkins Eastman

Public Agency Retirement Services (PARS)

The S/L/A/M Collaborative

Zangari Cohn Cuthbertson Duhl & Grello, P.C.

EDUCATIONAL AFFILIATES

American School for the Deaf Area Cooperative Educational Services (ACES)

Booker T. Washington Academy

Cambridge International

Capitol Region Education Council (CREC)

Connecticut Alliance of YMCAs

Connecticut Arts

Administrators Association

Connecticut Association of School Business Officials (CASBO)

Connecticut School Buildings and Grounds Association (CSBGA)

Connecticut School Counselor Association

Connecticut Technical High Schools

Cooperative Educational Services (C.E.S.)

EASTCONN

EdAdvance

Explorations Charter School

Great Oaks Charter School

Integrated Day Charter School

ISAAC

LEARN

Live Girl

Odyssey Community School, Inc. Relay CT

The Bridge Academy

The Need to Be Strategic

Patrice McCarthy Executive Director & General Counsel, CABE

The optimism and energy we experienced at the CABE/CAPSS Convention sets the perfect tone as we begin a new calendar year.

Just as the calendar keeps us “on track”, boards of education should use their strategic plan as the guide in establishing budget priorities. We know there are rarely enough resources to support all of the programs and initiatives, so it is critical to be strategic in making funding decisions.

The CABE Board of Directors

and staff will be reviewing the CABE strategic plan at their annual retreat later this month to set CABE’s 2023 priorities. Focus on the 3 pillars – education, advocacy and support – guides CABE’s work on a daily basis. CABE will continue to meet the education needs of board members through a robust schedule of workshops, webinars and individual board meetings, as well as a new book group.

Advocacy takes place at legislative breakfasts, Day on the Hill, public hearings, collaborating with other organizations and conversations with individual legislators.

Later this month CABE leadership will travel to Washington, DC to continue our Federal advocacy. CABE’s support for board members and superintendents is provided through phone calls, emails, board chair check-ins, and meetings in coffee shops!

We look forward to building upon our connections with our members in the new year.

Happy 2023!

February is #ISUPPORTMYCTPUBLICSCHOOLS Month!

Lisa Steimer Sr. Staff Associate for Professional Development and Communications, CABE

Help us share all the good that is happening in your district!

Throughout the month of February CABE will be sharing videos of great things going on in Connecticut’s school districts. We need YOU to submit videos of these great things!

DETAILS:

• Submit videos between now – February 24, 2023.

• Videos should be no more than one minute.

SUMMER LEARNING

(continued from page 1)

school year, students participating in 80 percent of summer school and after school tutoring sessions, and enhanced instruction aimed

• Videos should be shot landscape.

• Appropriate consent per district policy should be in place for all videos shared with CABE.

If you have technical questions regarding submitting a video, please contact Wilmarie Newton at wnewton@ cabe.org

Help us flood social media with your great videos!

For more ways to spread the great things going on in your district, go to the #ISUPPORTMYCTPUBLICSCHOOLS section of the CABE website.

at acceleration of learning, will demonstrate growth in reading and mathematics as measured by district-wide assessments compared to students’ baseline in the 2020-2021 school year. The Preston program was

highlighted in the CAPSS publication on ESSER funded summer programs. www.capss.org/summer-learning.

Personal

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, the senior member of the Nutmeg Board of Education, is a busybody who is always looking for trouble. As he was scrolling through Facebook, he came across a post by Tom Teacher, a Facebook friend who is employed in Nutmeg at Median Middle School. In his post, Tom Teacher complained bitterly that his principal unfairly denied him three days of personal leave to attend Nature’s Classroom in a neighboring school district to serve as a chaperone for his fifth-grade son.

Bob was intrigued by the post, and he decided to act. Bob called the principal mentioned in the post, and asked him to explain why he decided to deny Tom’s request for three personal days. The principal expressed some uncertainty to Bob as to whether they should be talking about this teacher, but Bob was insistent. The principal then explained that he denied Tom’s request because granting Tom’s request for personal leave for this reason would set a bad precedent for other teachers. Besides, he told Bob, it is very difficult these days to find substitutes. Warming to the subject, the principal concluded by telling Bob that Tom isn’t that great a teacher in any event.

Bob thanked the principal and called Ms. Superintendent to tell her about his conversation with the principal. Bob was not overtly critical of the principal’s decision to deny Tom Teacher’s request for personal leave, but he did ask Ms. Superintendent if perhaps the principal is too much of a hard ass. Ms. Superintendent was polite when she told Bob in no uncertain terms to butt out, and she thought that Bob’s involvement in the Tom Teacher matter was over.

It was not to be. Tom and his bargaining representative, the Nutmeg Union of Teachers (NUTS), filed a grievance about the denial of personal leave, which was heard and promptly denied, first, by the principal and then by Ms. Superintendent. NUTS then

appealed for a Board of Education hearing on Tom’s grievance. The Superintendent’s Administrative Assistant polled the Board members on when the Board could hear the grievance, and Bob was quick to respond as to his availability. Soon, the hearing on Tom’s grievance was scheduled before a quorum of the Board.

When Ms. Superintendent heard that Bob would be attending the hearing, she called him to suggest that he should stay home because of his prior involvement with Tom’s situation. However, Bob could not be dissuaded, and he insisted on attending the hearing. Ms. Superintendent ended the conversation by warning Bob that she would be seeking to recuse him at the hearing.

When the Board convened to hear Tom’s grievance, Ms. Superintendent asked to be recognized on a procedural issue. “I must move to recuse Mr. Bombast from hearing this grievance because of his conflict of interest. Mr. Bombast is personal friends with the Grievant, and he has already advocated on his behalf.” Bob was quick to disagree. He explained that “Facebook friends” and “friends” are entirely different things. But fellow Board member Mal Content was tired of Bob’s overstepping his role as a Board member, and Mal moved to exclude Bob from hearing Tom’s grievance. After further debate and protestations from Bob, the Board voted 8-1 to exclude Bob from the grievance hearing.

Did the Board have the right to take that action?

••••••••••••

Simply put, no, the Board did not have that authority. But before we discuss Bob’s situation, we will review conflicts of interest more generally.

In fulfilling their responsibilities, board of education members face the potential for two types of conflicts of interest – financial conflicts and personal conflicts. Financial conflicts are straightforward – will the board member or his or her immediate family derive a financial benefit from the action under consideration by the board? Conn. Gen. Stat. § 1-85 defines a conflict of interest for purposes of the State Ethics Codes as follows, and many school districts have similar ethics codes:

A public official, including an elected state official, or state employee has an interest which is in substantial

Hearing

conflict with the proper discharge of his duties or employment in the public interest and of his responsibilities as prescribed in the laws of this state, if he has reason to believe or expect that he, his spouse, a dependent child, or a business with which he is associated will derive a direct monetary gain or suffer a direct monetary loss, as the case may be, by reason of his official activity. (Emphasis added).

Such situations are readily identifiable, and board of education members are expected to recuse themselves and not participate in board deliberations or actions in such situations.

Personal conflicts may also require that a board member not participate in deliberations on a particular matter. A “personal conflict” arises when the board member’s relationships with others creates tension between public duties and private interests. Board members act on behalf of the public, and their decisions should be made objectively on behalf of the public they serve without undue influence based on personal relationships. Interestingly, such personal relationships need not be friendships, and animosity toward an

individual may also interfere with a board member’s ability to discharge his or her responsibilities on behalf of the public.

If and when a conflict exists for a board member, the member must refrain not only from any vote, but also from any related discussion. Boards of education make their decisions through a deliberative process that involves talking and listening before making a decision, and comments by a board member who has a conflict of interest could affect the board’s decision.

Personal conflicts can be difficult to identify. The standard is whether a preexisting relationship or knowledge of a situation impairs the ability of the board member to act objectively on behalf of the public. The only person who can answer that question for sure is the board member him- or herself. To be sure, where decisions involve statutory rights (e.g., school accommodations, student expulsion, teacher employment), a court on review may determine that a conflict of interest deprived the affected person of due process because the decision-

It’s Personal

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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.

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Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:

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

z Provided a Roles and Responsibilities workshop for the Norfolk Board of Education.

z Responded to 30 requests for policy information from 22 districts, providing sample materials on policy 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 Narcan, Gifted and Talented Students, Acceptable Use of the Internet.

By helping school boards to increase student achievement:

z Provided Lighthouse training for the Montville Board of Education.

z Sent two issues of “Policy Highlights” via e-mail list serve covering topics that affect student achievement.

Topics pertained to Remote Learning Guidance; New Attendance Defini-

tion and Communicating with the Public.

By promoting public education:

z Met with CCM to discuss Representation Matters program with Yale Campaign School to support those considering public office.

z Attended CABE DEI Committee meeting.

By providing services to meet member needs:

z Planned and implemented successful CABE/CAPSS Convention.

z Responded to a variety of legal inquiries from members.

z Presented a workshop on current policy issues at the CABE/CAPPS Convention.

z Revised policies, as part of the Custom Update Policy Service, for New Fairfield, East Windsor, East Hampton, Marlborough and North Stonington.

z Prepared materials, as part of the Custom Policy Service, for Sharon Center School and Montville Board of Education.

z Began new policy project for the Region 14 Board of Education.

z Currently assisting East Hartford, New Milford and Somers Boards of Education with their superintendent searches.

By attending Professional Development to strengthen staff knowledge and skills:

z Attended COSA webinar on ethics.

z Attended NSPRA webinar on ethics.

z Attended an online meeting of FEDTRAIN (Federation of School Board Association Trainers) to discuss how boards can better deal with the public.

z Attended the annual business meeting of the Connecticut School Attorneys Council

z Attended two legal ethics workshops hosted by the national Council of School Attorneys

By helping districts operate efficiently and conserve resources:

z Posted policies online, as part of the C.O.P.S. Program for Cheshire, Griswold, Portland, Ridgefield, and Region 18

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

z Participated in New England Regional Lab meeting.

z Attended meeting with Commissioner Russell-Tucker on effective school board governance to support student achievement sponsored by the Council of Chief State School

Officers and the Education Commission of the States

z Attended Teacher of the Year ceremony.

z Discussed student absenteeism with Channel 8

z Attended meeting of Northeast Region School Board Association Executive Directors

z Discussed religious holidays in schools with WNPR

z Participated in Minority Teacher Oversight Council meeting.

z Met with the Commissioner, CONNCASE, and CAPSS to discuss special education IEP implementation.

z Provided legislative update to CREC Council and LEARN

z Attend launch of Waterbury U

z Participated in Social and Emotional Learning Collaborative meeting.

z Participated in NESPRA Board of Directors meeting.

z Discussed educational technology with the Connecticut School and State Finance Project.

z Attended a meeting of the Connecticut Commission for Educational Technology

z Attended meetings of the Discovering Amistad Board of Directors, Ship Committee, Strategic Planning Committee, and Education Committee.

Patrice McCarthy attended the launch of Waterbury U on November 16. Waterbury U provides educators professional learning opportunities to earn graduate credit towards a Master’s degree.

STATE BOARD

(continued from page 1)

align with 10-151b(c), and changes to some components of the Guidelines are not possible without changing legislation. Revise current legislation to provide the Commissioner of Education legal authority to waive the provisions of 10-151b(2)(d) for any local or regional board of education that has expressed an intent. As districts have implemented their educator evaluation and support plans (EESPs), beginning in 2013, aligned to the requirements in the CT Guidelines for Educator Evaluation and Support, new and innovative strategies to support the continuous improvement of educator practice are emerging. Some of these strategies reflect best practices in the field of education, but do not align with what is currently in Statute.

• Change the model language of the Interstate Compact on Educational Opportunity for Military Children which contained a citation error in Article II(A) and Article III(A)(1), both of which refer to “members of the National Guard and Reserve on active duty orders pursuant to

10 U.S.C. Section 1209 and 1211.” The provisions should both instead cite to 10 U.S.C. Chapters 1209 and 1211.

• Continue the period that the reduced-isolation and residency enrollment requirements for interdistrict magnet schools will apply to such schools from June 30, 2023 to each fiscal year thereafter to remain consistent with the settlement agreement in the Sheff v. O’Neill case and the policy for enrollment requirements outside of the Sheff region.

• Clean up a statutory reference by repealing a unique funding structure for Thomas Edison Magnet School based on enrollments of students from Meriden. The magnet school, operated by ACES, relocated to Waterbury as a new magnet school in 2021 under the name ACES at Chase. The statutory language no longer applies since it requires that the school began operations on July 1, 2001.

• Modify the language to authorize the Commissioner of Education to update interdistrict enrollment standards as necessary to comply with the applicable stipulated agreements in the Sheff v. O’Neill case and legal considerations in the

non-Sheff region.

• Extend the period prohibiting local boards of education that operate interdistrict magnet schools in the Sheff region from charging tuition for students enrolled in the school programs, with the exception of Hartford Public Schools (HPS) which may charge tuition for students attending Great Path Academy. HPS operates Great Path Academy through a contract on behalf of Manchester Community College and does not receive direct financial benefit from student enrollments.

• Finally, the last proposal authorizes the Commissioner of Education to make grant payments to voluntary interdistrict school choice school programs with funds appropriated for Sheff settlement for academic and social student support for programs that assist the state in meetings its obligation pursuant to the decision in Sheff v. O’Neill, 238 Conn. 1 (1996) or any related stipulation or order in effect. Currently, there is authority to issue academic and social support grants for magnet schools and Open Choice districts but not for other choice options.

In other actions, the board ap-

proved a new educator preparation program at Capitol Region Education Council - Alternate Route to Certification Program in Comprehensive Special Education.

Lastly, the board approved a Joint Position Statement on Equity in Mathematics Education. From the proposal:

The Connecticut State Department of Education (CSDE) recommends that the State Board of Education (SBE) approve the Equity in Mathematics Education: A Joint Position Statement for Connecticut.

The CSDE, in collaboration with Association of Mathematics Teacher Educators in Connecticut (AMTEC), Associated Teacher of Mathematics in Connecticut (ATOMIC), and Connecticut Council of Leaders of Mathematics (CCLM), developed the joint statement which communicates three central commitments to reconceptualize and transform mathematics education policies and practices in Connecticut. The adoption of this position statement, solidifies the SBE’s commitment to the importance of equitable mathematics education that rests on developing students’ math identities, modernizing mathematics programming, and aligning and advancing consistent systems and policies.

Patrice McCarthy Executive Director & General Counsel, CABE

The recent Connecticut State Department of Education Performance Matters Conference featured a number of presentations on successful district initiatives to support students and families.

Windsor Public Schools presented their district wide initiative for parent teacher home visits to build trust and relationships between families and teachers. The initiative is part of their ongoing efforts to promote a positive supportive climate in all Windsor Public Schools.

School staff volunteer to be

Steimer Sr. Staff Associate for Professional Development and Communications, CABE

Join us virtually on Thursday, February 23, 2023 from 5:00 to 7:00 p.m. for CABE’s first ever Virtual Book Club Meeting!

We will be discussing The Innovator’s Mindset by George Couros who was the 2019 CABE/CAPSS Convention Saturday Morning Speaker.

SEE YOU IN COURT (continued from page 4)

maker in such cases must be impartial. However, only a clear conflict will result in such a finding. Petrowski v. Norwich Free Academy, 199 Conn. 231 (1986).

Turning to Bob’s situation, we note that grievance hearings are established by contract, and the due process concern for an impartial decisionmaker applicable to statutory hearings (e.g., school accommodations, tenure hearings) does not apply. Moreover, Bob’s prior actions in calling the principal, albeit inappropriate, were not advocacy on behalf of Tom.

The bottom line here is that only Bob can decide whether a personal conflict

A little about The Innovator’s Mindset:

If we want innovative students, we need innovative educators. In other words, innovation begins with you. Ultimately, innovation is not about a skill set: it’s about a mindset.

The Innovator’s Mindset is for you if:

• You are a superintendent, district administrator, or principal who wants to empower your staff to

prevents him from discharging his public responsibilities, here, participating in the grievance hearing. The voters elected Bob to serve on the Nutmeg Board of Education, and the other Board members do not have the legal authority to limit Bob’s ability to serve as a Board member. Other Board members are free to question the wisdom of Bob’s decision, but they are not empowered to make that decision for him.

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.

People in the News

Lisa Steimer, Sr. Staff Associate for Professional Development and Communications recently renewed her Accredited in Public Relations (APR) designation though December 2023. Renewal is achieved through continuing education and contributions to the public relations field.

Meetings of Interest

trained prior to engaging in visits. The visits are voluntary on the part of the families and focus on building trusting relationships between families and teachers. School staff are engaged in listening to hearing the hopes and dreams families have for their students. The participants indicated that the teacher training is critical to

Building Parent Relationships in Windsor CABE Virtual Book Club

create a culture of innovation

• You are a school leader - at any level - and want to help students and educators become their personal best.

• You are a teacher who wants to create relevant learning experiences and help students develop the skills they need to be successful.

You’ll be inspired to:

• Connect with other innovative educators

• Support teachers and leaders as learners

• Tap into the strength of your learning community

• Create ongoing opportunities for innovation

JUST RELEASED...

successful students and that the home visits increase their capacity to better engage students academically. The visits also provide an opportunity for teachers to learn about a students’ culture. While described as “home” visits they take place at any mutually agreeable location – home, library, coffee shop, etc.

• Seek more effective methods for measuring progress and,

• Embrace change and use it to do something amazing

Join us for a lively discussion about The Innovator’s Mindset and how it can influence the work of school boards!

If you plan to participate, you should purchase your copy of The Innovator’s Mindset from your local bookseller, Amazon or BarnesandNoble.com.

If you have any questions, please contact Lisa Steimer at lsteimer@cabe. org

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

The Connecticut Freedom of Information Act (“FOIA”), often called the “Sunshine Law, is a series of laws that guarantee the public access to meetings and records of governmental entities in Connecticut. The FOIA also sets forth numerous exceptions to its open meetings and records requirements. Over the years, however, both the FOIA and its exceptions have often been misconstrued.

latest statutory changes and important decisions concerning the FOIA

Lisa

CABE

Members of the CABE State Relations Committee met on December 12 to establish the 2023 legislative priorities. Participating virtually were CABE Resolutions Chair Ethel Grant (Naugatuck), Area 1 Director Marion Manzo (Region 15), and Jackie Heftman (Stamford). Joining in-person were CABE Sr. Staff Associate for Government Relations Sheila McKay, President Liz Brown (Waterbury), VP for Professional Development John Prins (Branford), First VP Leonard Lockhart (Windsor), Immediate Past President Donald Harris (Bloomfield), Administrative Associate for Government Relations Gail Heath, VP for Government Relations Meg Scata (Portland), and Executive Director and General Counsel Patrice McCarthy

Two basic responsibilities of the superintendent are to serve as principal advisor to the board of education on all matters having to do with the district, and education in general, and to serve as the executive administrator of the district, charged with the responsibility of seeing that the policies and directives of the board of education are implemented.

The board serves as a representative of the community in providing direction for district programs and ensuring that the school system operates efficiently and effectively. In fulfilling this responsibility, the board concerns itself primarily with adopting policy, planning school services and evaluating the quality and effectiveness of district services.

Communication is key among the board and its superintendent and essential to a successful relationship and district success. Communication is increasingly regarded as a critical skill set for superintendents. Among successful superintendents, communication skills rank second in importance only to leadership and vision. The superintendent is the ultimate communicator for the school system. How that role is managed determines the success or failure of the district and the superintendent’s tenure as leader. The communication role in each leadership assignment must be tailored to fit the person, the district, the community, the current state of district affairs and meet legal guidelines and possible restrictions. Further, the ever-changing educational and political landscape impacts communication strategies.

An area of communications between the superintendent and the board that causes some difficulty pertains to communications regarding district personnel matters. This is not a simple, clear-cut matter with easy answers. Extreme and problematic behavior on the parts of students and staff is something about which the board of education must be kept aware, especially when the behavior is likely to soon receive press or television coverage. In such situations, the superintendent usually contacts the board chairperson initially, followed by contacting the other board members.

Board notification by the superintendent can be considered a matter of degree. Personnel questions fall along a continuum of whether

or not notification of the board is in order, necessary, or open to debate. At one end of the continuum is an issue soon to be made public by the media. At the other extreme of the continuum are those day-to-day matters of deportment that are, for the most part, mundane and do not rise to the level of necessary notification. Such issues would include, but are not limited to, questions about a staff member’s attendance, adherence to a dress code, incidental parental concerns or level I grievances. These types of issues are often handled at the building level with the superintendent only becoming aware and/or involved when there are concerns that issues could escalate and become more serious.

These are matters that normally would not be brought to the board’s attention. However, grievances, utilizing the negotiated grievance procedure, that cannot be resolved at the building or superintendent’s level will be brought to the next level which is when the board will be brought into the situations. However, the grievance process can vary from district to district.

Issues of teacher performance, by policy and by law, are not available to the public. This then would make disclosure to the board inappropriate and illegal. Moreover, if there are performance questions and the potential for eventual termination for reasons of performance, it becomes incumbent upon the administration to protect the impartiality of the board members, as they may need to serve as a hearing panel.

This can often be the case, as well, when the board is involved in an expulsion hearing of a student. Identity should be guarded until the hearing is convened.

Policy Implications

A basic premise in this area of communications between the board and the superintendent is that there should not be any surprises between the parties. Obviously, the superintendent must exercise professional judgement in this regard because, as described above, there are certain legal parameters.

It is very common to see language in the superintendent’s job description, policy #2131, which speaks to the issue of communication with the board. Some of the language in CABE samples include the following:

• Reports to the Board such

matters as deemed material to the understanding and proper management of the schools, or as the Board may require.

• Informs and advises the Board about programs, practices and problems of the schools, and keeps the Board informed of the activities operating under the Board’s authority.

• Maintains open and honest communication with the Board of Education, keeping the Board informed on all important issues.

• The Superintendent will administer all personnel policies and procedures and ensure adherence to all legal and contractual requirements regarding personnel. The Superintendent will select and employ the best qualified and most competent personnel available to serve the district. The Superintendent will direct the employment, assignment, and utilization of all personnel within policy guidelines of the Board of Education. The Superintendent will implement district-wide

staff development and evaluation programs consistent with State guidelines and Board goals. The Superintendent will discipline and suspend personnel from duty for serious misconduct and behavior detrimental to the welfare of the schools.

• The Superintendent will develop and administer procedures for personnel administration which are consistent with local policies, contract agreements, and State and federal statutes.

The evaluation of its superintendent, can include discussion of communications from the superintendent to the board.

Expectations for frequency and extent of communications varies among districts, so it is important to develop shared expectations.

CABE policy, #2501, “Superintendent Communications with Board,” addresses the issue and is available upon request. This is considered an optional policy for inclusion in a district’s manual.

Congratulations to the CABE Board Recognition Award Winners:

BETHANY

PLAINVILLE

SIMSBURY

The Bethany BOE commits to high expectations for student achievement outcomes (academic, social, and emotional) and quality instruction as evidenced by their Strategic Plan, Mission, Value and Beliefs, and Goals. The BOE shares a collaborative relationship with staff and the community and establishes strong communication to inform and involve all stakeholders in achieving their goals. The Bethany Board of Education is an effective team that works alongside its Superintendent in strong collaboration and trust. Together they share a common vision and work harmoniously to achieve the district’s goals.

BLOOMFIELD

WESTBROOK

Our school district’s 2022-2023 theme, introduced at the annual Convocation event is “team work,” the value of great, cohesive teams, and the critical role that each member of our school district community plays as a team member. What better team role models, than our own Board of Education “team” in Plainville who;

1. They are dependent on each other.

2. They work in an atmosphere of trust and are encouraged to express themselves openly.

3. They feel a sense of ownership for their jobs and team because they have made a personal investment in the team.

4. They encourage individual members to apply their individual members to apply their individual talent and knowledge to team objective.

5. They practice open communication with each other.

6. They encourage team members to learn on the job and develop new skills.

7. Decision-making involves the entire team.

8. They resolve conflicts quickly and constructively.

PRESTON

1. Understanding our role as Board members to govern by setting policy and monitoring the management systems of the district.

2. Decisions are based on relevant research and data gathered from our schools.

3. Guided by common purpose and aligning our governance with the District Plan of Excellence. The Plan outlines the vision and goals for the successful education of Bloomfield’s children. This plan is the blueprint for district growth and progress, keeping all members of the team focused on strategic resources allocation and policy considerations that promote student achievement.

CHESHIRE

The current Cheshire Board of Education is unique in that the individual members may possess differing views, but there is a concerted effort to respect those opinions and engage in meaningful dialogue. There is demonstrated respect for and between individual members of the Board and the district administration. Frequent communication bolster this relationship and therefore efficacy.

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ROCKY HILL

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The Rocky Hill Board of Education works diligently to serve the students and families of our community. Under the leadership of our Board, the school district has consistently performed at the top of our district reference group (DRG D) with respect to student achievement as measured by SBAC, NGSS, SAT, and high school AP results. In fact, our Pandemic Recovery report showed a minimal learning loss (less than 1 percent from 2018-19 to 2021-22). In addition, the Board has placed a strong and concerted effort on the importance of maintaining outstanding facilities – with the renovation of the high school in 2017 and the construction of a new intermediate school. Moser, which received recognition in 2020 from American School and University Magazine for the category of “Outstanding Design.” Bu consistently placing the needs of our students as its highest priority, the Board has earned the respect of the greater Rocky Hill Community as well as staff members throughout the school district.

The Simsbury Board of Education develops five year goals that represent the next level of work that administrators and staff will engage in

SUFFIELD

The Suffield Board of Education understands its power in community leadership and works as an effective team, focused on our students. While we work as one team, our Board members bring individual strengths that get leveraged for the good of the district. We have Board members with medical backgrounds that ask questions and provide insight to our administration. We have financially savvy members that tend to focus on making sure the town’s investment in the district is spent wisely. We’ve had Board members with experiences in special education and social/emotional issues, and their insight an often influence the Board’s focus. A teacher, a firefighter, a small business owner, all pushing and pulling as we shape the vision of the district. The Board members bring their background, not to assert their knowledge or single-mindedly drive action, but to add perspective to Board discussions in service to the district.

STRATFORD

The Stratford Board of Education’s leadership has been very effective and supportive in persevering past the emergence of the Omicron Covid-19 variant and finding incredible opportunities that allow our district to celebrate students (PK-12) and staff across a wide range of accomplishments. The Board leadership played an instrumental part in supporting the implementation of mask optional and fully opening doors to our buildings on February 28, 2022 welcoming our families and community back to “in person” interaction. Board leadership were also devoted to participating in a series of meetings that resolved in the development of the district’s new 2022-2025 Strategic Operating Plan and the creation of Stratford

The BOE has become more effective because of our response to public input, collaboration on shared and district goals, increasing participation in BOE member professional development, and reorganizing the Board subcommittee structure (including adding new subcommittees-BOE Teaching and Learning and BOE Budget and Fiscal Committee and restarting the BOE Communications and Marketing Committee). Trust has also been restored through a greatly improved and transparent budget process that is coordinated closely with district leadership and community leadership (the Superintendent, Westbrook Board of Finance, and Westbrook Board of Selectman).

BETHEL

Aligned to the Strategic Plan, the Bethel Board of Education adopted a set of goals that enables the school district to focus on what’s most important – improving student outcomes. The Board’s goals keep student growth as the foremost priority and connect the work of the schools with the vision we hold for our students.

2022-2023 Board of Education Goals 1. Education Equity & Acceleration of Learning

Emotional Intelligence

Civility and Inclusion

Community and Collective Purpose

Bloomfield’s Board of Education adheres to three primary criteria for Board effectiveness:

as we continue work through our Continuous improvement model.

Public Schools Mission Statement: “It is our Mission to support the growth of the whole student through a challenging and inspiring education. Within a safe and inclusive environment”.

BERLIN [Photo and content unavailable.]

Congratulations to the CABE Board Recognition Award Winners: LEVEL II!

COVENTRY

OLD SAYBROOK

WATERBURY

Coventry’s current group of Board members have never wavered in their commitment to doing what is best for students. This commitment, and their strong leadership, have resulted in the acquisition of resources which has allowed the district to prepare students for challenges of the 21st century.

DERBY

The Board’s relentless pursuit for knowledge, feedback and improvement makes the Board’s leadership effective in improving student achievement. Our board leadership consumes all their available time with learning more about the state’s new initiatives and participates actively to ensure all board members are provided with professional development on these initiatives. In addition, we have scheduled meetings throughout the year that are dedicated to reporting on and learning more about student achievement and improvement.

EAST HARTFORD

GLASTONBURY

The East Hartford Board of Education (EHBOE) has developed a model for cooperative and effective governance that stands as a model for Connecticut School Boards and has begun to show significant results in Student achievement. When asked to identify the components that contribute to the success, the following three areas stand as major points of focus:

• Strong, accountable and mutually supportive relationships centered on our Vision: Schools that are the Pride of our Community and our Mission: To deliver a high – quality learning experience for EVERY CHILD EVERY DAY.

• Commitment to developing and following through on a comprehensive strategic plan.

• Relentless Focus on Student Achievement Data.

We are proud of the administrative structure, public presentations, and careful budgeting that leads to the highest student achievement. Each fall, we listen to the successes, challenges, and future needs of our students in every discipline as we work toward developing a budget that will support our goals and be approved. The shared vision for career and college readiness guide all of our decisions in the context of our Strategic Plan. We are proud of our outstanding educators who embrace innovation and provide the best learning opportunities for our students while utilizing effective curriculum, interdisciplinary projects and focused professional development. Most importantly, we concentrate on educating the whole child, providing academic challenge, social and emotional support, extracurricular opportunities, and community involvement. Especially since beginning of the pandemic, we have worked to continue to meet each student’s academic and social, and emotional needs.

GRANBY

The Boards ability to function at an extremely high level in the support of ALL students is exemplified by addition of an enrichment program at the middle school, its participation in a College Board Pilot for Pre-AP courses in English, Algebra and Art, the creation of a very active Granby Equity Team, a high return on educational investment, annually adopted budgets, policy advocacy, active participation in CREC and CABE, and collaboration with the community are only some of the attributes that make the Board worthy of such recognition.

MONTVILLE

The Old Saybrook Board of Education is lucky to have people who share a passion for education and student success. The strength of this board lies in the unique perspective each brings to the table and the ability to collaborate in such a way as to forge the best possible outcome for each student. Our clear, concise, and well-stated strategic plan, along with our commitment to student voice, highlights how the Old Saybrook Board of Education’s leadership is especially effective in improving student achievement.

THOMASTON

The leaders of the Thomaston Board of Education is especially effective in improving student achievement through their focused efforts, i.e., the Ad Hoc Student Achievement Committee. The Student Achievement Committee meets periodically to set student performance goals and to review progress towards these goals. What makes the Boards leadership especially effective in this area is that it actively collaborates with and takes advise from the Director of Curriculum, Instruction and Student Achievement and other committee members like the Mathematics Intervention Teacher and the Superintendent of Schools. Without collaborating with the staff ‘on the ground’, the Board’s efforts to improve student achievement would be ‘in name only.’ The Thomaston Board of Education’s leadership is active, focused and proven to improve student achievement.

VERNON

The Vernon Board of Education, along with the Superintendent, have created a District Leadership Theory of Action that drives strategies toward improved student learning. In addition, every Board meeting has a “Teaching and Learning”

The Waterbury Board of Education Commissioners recognize they are not educators. We value the expertise of our Superintendent, administrators, and teachers. We value questioning what we don’t know so we can understand issues and solutions and make good decisions. We also put strong emphasis on parent and community input. We support our Superintendent Student and Parent Advisory Teams. They are a wonderful source of public feedback from stakeholders.

WILTON

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The Wilton Board is singularly committed to improving student achievement. Coming through the pandemic this commitment has never been more clear. The board established a robust set of goals for the 2021-2022 school year which included focusing very strongly on learning recovery. The board led and supported the district’s efforts to implement an accelerated learning framework, provided resources to increase access to intervention, and continued its support of instructional coaching. The board emphasized the need to protect instructional time. As a result of its leadership and focus, the Wilton Public Schools demonstrated the greatest overall growth in reading and mathematics compared to all other districts across the state. Reading and mathematics achievement were very strong at very grade level and were among the very top in the state in each of our middle school grades.

WINDSOR

The Windsor Board of Education plays a key role in improving student achievement. As an elected body, the Board helps to set the vision for the school district with high expectations for student learning and quality instruction. The Board, despite political differences, works collaboratively to ensure the accomplishment of its goal. The Windsor Board of Education prides itself that the district offers a challenging and diverse curriculum and extensive technology, fine arts, and sports programs for all of its students. Through our budget, we support the technology needs of the district as well as other programing such as MTSS and SEL. Through staff presentations at Board of Education meetings, they receive data from State Accountability Reports, SATs, APs and the School Development Plans and are able to monitor student performance through such platforms. The Board also engages in spirited discussions on academic achievement, discipline, diversity, equity and inclusion throughout the district.

EAST LYME

presentation to highlight the growth of student achievement in the District.