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www.cabe.org
Vol. 24, No. 8
August, 2020
New Members Appointed to State Board of Education
Anti-Racist Policies:
The Key to Diversifying the Educator Workforce!
Sheila McKay
Sr. Staff Associate for Government Relations, CABE
Kevin Walton
Human Resources Specialist for Diversity, Equity & Inclusion; Co-Chair of the Diversity Committee, Area Cooperative Educational Services (ACES)
Superhero Kids!
Social and Emotional Learning and Support Must Be a Focus of Reopening
According to the Connecticut State Department of Education, in 2019-20, 90.4 percent of educators in Connecticut were identified as white while the remaining 8 percent included Black, Hispanic and Asian educators. This number represents a 1 percent increase since the 2014-15 school year. Furthermore, “nearly one-quarter (44 of 201) of school districts in Connecticut employed no Black or Hispanic educators in the 2015-2016 school year” according to Jeremy B. Landa in Race, Place, and the Uneven Distribution of Black or Hispanic Educators in CT published November 8, 2019. Despite the many efforts put forth to address this issue, there remains a significant ethnic and racial gap in the educator ranks in Connecticut. Research shows that it is important for students of color to have smart, intelligent and authoritative role models who look like them for various reasons. The presence of an educator of color can positively impact the way a student of color views areas of education such as attendance, enrollment in higher-level courses, discipline, graduation and college enrollment. As referenced in Dr. Maxine Ursery’s dissertation entitled Black Teachers’ Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut, “American public schools need Black teachers because they advocate high expectations
great deal during the pandemic but had not previously been identified. Districts may not even be aware of their needs. As students and staff head back While the social and emotional to school this fall, educational leaders needs among our students may not have been working round the clock to have been identified, one thing is cerdetermine what procedures and protain - schools need to develop a plan tocols need to be put in place in order to support all students. There are five to ensure staff and students feel safe major steps that should be taken by and secure while making sure to meet districts to address these needs: their most critical needs. These needs •U se of a social emotional screennot only include closing academic er; gaps that were widened by Covid-19 •D evelopment of multi-tiered school closings, but, also addressing systems of support; the social-emotional needs of students •T raining of staff on trauma-inexacerbated by the pandemic and the formed practices; social justice events in our state and •R ecognizing the social and emoacross the country. tional needs of staff; and, Much research has been done on •H iring additional student suphow trauma impacts student learning. port staff as appropriate. What constitutes as trauma can vary Social-emotional screeners, which and often be measured by a student’s are tools for assessing students’ social Adverse Childhood Experiences emotional states, coupled with multi(ACE’s) score. Situations created by the tiered systems of support to address pandemic certainly have created levels the results of the screener for each of trauma for both staff and students. student, would enable districts to There were students who were struggling with mental health needs See LEARNING page 10 See POLICIES page 10 prior to the pandemic and students who did not have access to technology in order to participate in distance learning. They became further isolated Nutmeg Policy Book Review: June State from staff and peers. The needs of stuBoard’s Implications Schooling Board of dents with disabilities could not always Reopening for Reopening for Critical Education be met through technology. There are Plan Consciousness Meeting also students who have struggled a Virginia A. DeLong
Government Relations & Advocacy Chair, CT School Counselor Association and the 2020 CT School Counselor of the Year, CABE
inside
Over the last few months five new members have been sworn into the State Board of Education. Brief biographies from the State Department of Education website are as follows: Bonnie Burr is the Assistant Director and Department Head with the Cooperative Extension System at the University of Connecticut College of Agriculture, Health and Natural Resources. Dr. Karen DuBois Walton is President of the Elm City Communities Housing Authority of the City of New Haven, President of the Glendower Group LLC, and President of 360 Management Group Co. Awilda Reasco is the Director of Pre-Collegiate and Access Services at Central Connecticut State University (CCSU). Martha Prou is the Director of Administration and Compliance at Phoenix Manufacturing Inc., a machined aerospace components manufacturer. Elwood Exely is the owner of Exley Communications LLC, a 31-year-old enterprise, providing editorial services to major corporations in Connecticut and beyond. In collaboration with the Community Foundation of Greater New Britain, Mr. Exley manages the Alma Exley Scholarship Program (https:// almaexleyscholarship.org), which encourages greater diversity in the teaching profession. Returning State Board of Education members are Eric Clemons, the Founding Chief Executive Officer and President of the Connecticut Center for Arts and Technology Inc. (ConnCAT), an organization that prepares youth and adults for educational and career advancement through after-school arts and job training programming and Malia Sieve, a Director at HCM Strategists in Washington, D.C., where she works with system and institutional leaders from regional universities and community colleges and elected officials on higher education goal setting, monitoring, and policy development in states across the country.
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The Journal – Connecticut Association of Boards of Education | August, 2020 PRESIDENT COMMENTARY
Above All Else, Stay Flexible Donald Harris President, CABE
In normal times, school boards are encouraged to work hard to establish a clear vision and to work with the superintendent to ensure these goals are met. By focusing attention on these goals, boards drive teaching and learning and help ensure success. It’s how we’ve encouraged school governance for years. The intention is to know, as much as possible, what is going to happen and when will it take place. This certainly helps keep everything moving forward. It is good planning. Now, with COVID-19 fully entrenched in our lives, this type of planning is nearly impossible to do. Don’t get me wrong, districts are fully engaged in planning. With the start of the school year fast approaching, we are faced with the expectation (and hope) that school looks as close to “normal” as possible. District administrators are planning for a variety of scenarios, each of which might take place, or might not. There is a better than even chance that guidelines set up by the State Department of Education in late June may change between now and the beginning of the school year (and may already have changed in the time since this column was written). Changes in the number of COVID-19 cases in “hot spots” might require last-minute
People in the News NSBA President Charlie Wilson and NSBA Secretary/ Treasurer Frank Henderson, Jr., Co-Chairs of the Dismantling Institutional Racism in Education (DIRE) National Advisory Committee, named CABE President Donald Harris (Bloomfield) to serve as a member of the DIRE National Advisory Committee. The DIRE Initiative will explore critical topics to identify the root causes of barriers to equitable educational outcomes for each student and work to eliminate disproportionality in all aspects of public education.
changes to those plans. New medical data on how the virus spreads could negate much of what we now believe to be the safest approach. Your community members may be afraid, either that school will not open fully in August/September or that it will. Your municipal government is concerned about how all of this will be paid for. Parents want a safe place to send their children and don’t want to be afraid each time their child enters a school building; let alone take the bus to school each day. But, they need to go back to work. Your staff members are still wondering how they can stay safe and teach the children in their care. Many may decide to leave the profession due to the uncertainty. Others are anxious to return to their classroom. All this uncertainly flies in the face of our usual expectations – make a plan and stick to it. In these times, the key word must be flexibility. You must practice this word as a board member and encourage your Board to do the same. Districts that will succeed in the coming year will be ones that can adapt to change quickly with as little disruption as possible. Your administrative team will be working to assess both academic progress and the health and safety of your students and staff. As these assessments point out needs, they need to be flexible to adapt to rapid change. You and your Board need to enable that flexibility. Your meetings should be about discussing how things are going, with little time spent on second-guessing the immediate issues that your staff are
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 dealing with. Your message to your community should not be one of frustration and criticizing things that are out of your control. In Connecticut, the State guidance is built upon the best current information from both health officials and State Department of Education guidance. None of their decisions and recommendations have been done hastily nor is there been a hidden agenda. They are concerned about children returning safely to a better learning environment, which includes in-person instruction. There are some who believe that schools need to open for economic reasons – both for the economy and to allow parents to go back to work. This is a priority, but not one that should take precedence over health and safety. Part of the job of the Board is to develop an understanding of how the different parts make up the whole and help your community understand this as well. You need to open good lines of communication with other municipal leaders, because COVID-19 is not just a “school” problem, it will need all the resources and skills of all levels of government to overcome all of the issues the virus hands us. Above all else, stay flexible!
EXECUTIVE COMMITTEE Donald Harris | President, Bloomfield Elizabeth Brown | First Vice President, Waterbury Michael Purcaro | V ice President for Government Relations, Ellington Bryan Hall | V ice President for Professional Development, East Hartford John Prins | Secretary/Treasurer, Branford Robert Mitchell | I mmediate Past President, Montville Christopher Wilson | Member at Large, Bristol Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Bryan Hall | Area 2 Co-Director, East Hartford Leonard Lockhart | Area 2 Co-Director, Windsor Joan Trivella | Area 4 Director, Brooklyn Mic helle Embree Ku | A rea 5 Director, Newtown Karen Kleine | Area 6 Director, Westport George Kurtyka | Area 7 Co-Director, Derby Robert Guthrie | Area 7 Co-Director, West Haven Lon Seidman | Area 8 Director, Essex Sean Nugent | Area 9 Director, Preston ASSOCIATES Julie Auseré | Associate, Canton Eileen Baker | Associate, Old Saybrook Ethel Grant | Associate, Naugatuck Ann Gruenberg | Associate, Hampton Robert Trefry | A ssociate, CT Technical High School System COMMITTEE CHAIRS Leonard Lockhart | Chair, Resolutions, Windsor Becky Tyrrell | Chair, Federal Relations, Plainville Michelle Embree Ku | Chair, State Relations, Newtown CITY REPRESENTATIVES Ayesha Clarke | City Representative, Hartford Yesenia Rivera | City Representative, New Haven Charles Stango | City Representative, Waterbury 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 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
The CABE Journal (ISSN 1092-1818) is published monthly except a combined issue for July/August as a member service of the Connecticut Association of Boards of Education, 81 Wolcott Hill Road, Wethersfield, CT 06109, (860) 571-7446. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association membership dues include a subscription for each Board Member, Superintendent, Assistant Superintendent and Business Manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE. “Periodicals Postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. Email: lsteimer@cabe.org. Members can find the CABE Journal online at: www.cabe.org/ page.cfm?p=1024
The CABE Diversity, Equity and Inclusion Committee, led by Committee Chair Leonard Lockhart (Windsor), met on June 24 and July 14, 2020.
The Journal – Connecticut Association of Boards of Education | August, 2020
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 Anthem Blue Cross and Blue Shield ESS JCJ Architecture SCHOLAR Brown & Brown Chinni & Meuser LLC Coordinated Transportation Solutions Dattco, Inc. Goldstein & Peck, P.C. Kainen, Escalera & McHale, P.C. The Lexington Group Network Support Co. OneDigital Health and Benefits Perkins Eastman T-Mobile 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) Capitol Region Education Council (CREC) The College Board Communities in Schools Connecticut Association of School Business Officials Connecticut Center for School Change Connecticut School Buildings and Grounds Association Connecticut School Counselor Association Connecticut Technical High Schools Cooperative Educational Services (C.E.S.) EASTCONN EdAdvance Exploratioins Charter School Integrated Day Charter School ISAAC LEARN
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EXECUTIVE DIRECTOR COMMENTARY
What a Thought-Provoking Juxtaposition! Robert Rader
Executive Director, CABE
We watched Hamilton during the July 4th holiday weekend. While we watched, protests against racism and police brutality continued across the country. There were attempts, to destroy some statues of our “Founding Fathers,” including Jefferson and Washington, who had “owned” humans.* It was an especially poignant in that most actors in the play are of color, including the multi-talented Lin-Manuel Miranda, who played Alexander Hamilton, Leslie Odom Jr., who played Aaron Burr, Daveed Diggs (Lafayette and Jefferson) and Christopher Jackson (George Washington). Of the 55 delegates to the Constitutional Convention, 25 “owned” people. Their sensitivities (or lack of them) led to the compromise built into the Constitution: the “notorious three-fifths clause — which counted three-fifths of a state’s [slave] population in apportioning representation — gave the South extra representation in the House of Representatives and extra votes in the Electoral College.” And, the trade in humans could not even be discussed for 20 years.** If you haven’t seen it, Hamilton is one of the most meaningful examples of how immigrants “get the job done” in the Revolutionary War and the beginnings of our nation. I know some people were hesitant to watch because some of the music is hip-hop and/or rap, but, don’t let that stop you from watching. The music is incredible. Now, 230 years after the founding of the United States, after 618,000 deaths in the Civil War, after the gains from the civil rights movement. after the outlawing of segregation (and separate but equal), and the first Black American president, the perspective of some that people of color are inferior to whites still lingers.
Our Job Now
So how do we, as leaders in helping our students develop character and values that truly represent the belief that “all men [and women] are created equal”? Looking at the most critical issue which districts are now facing, reopening in the Fall, the COVID-19 crisis gives school boards certain flexibility in how we do this. Adapt, Advance, Achieve: Connecticut’s Plan and Grow Together makes equity one of the State’s priorities so “we are not blind to discrimination,
inequity, racism, implicit bias and white privilege.” I left a SERC workshop after learning how some “best practices” can lessen both the inequities and trauma facing students from Middletown Superintendent Dr. Michael Conner. He stated that, “board members need to hear about trauma work with an anti-racism focus. We have focused so much on SEL with regards to COVID-19, but there needs to be an emphasis on the impact racism and what we have seen during the pandemic. With the rise of racial tension across the country, strong movements to dismantle institutional structures for equity (e.g., strategic plans and policy), and changing mindsets/pedagogy in classrooms, racial trauma work has to be underpinned in all districts.” As an illustration of how listening to a new perspective on an issue might lead to a different result he mentioned: “SRO in schools. Have we truly listened to student voices on the impact of police presence in schools?” Working on these issues should be among the most important responsibilities of school leadership. Despite the devastating pandemic (which has been so much more deadly to people of color than whites), board members have a responsibility to become conversant with the language of SEL, including the type of training developed by the Yale Center for Emotional Intelligence, as publicized by Dr. Marc Brackett in Permission to Feel. His and Scott Levy’s discussion of these issues for us at the beginning of April can be found at https://youtu.be/ SUs-rYUUj8M. As Dr. Brackett has told us, you must understand your own emotions (and label them) in order to understand SEL. To truly understand issues through an equity lens, one needs to learn the language of equity: implicit and explicit bias, white privilege and other terms.
If you want to start better understand some of the issues facing our students and staff of color, I interviewed CABE Consultant Dr. Martha Brackeen-Harris back in June. It is accessible at https://youtu.be/AnXTVP9j2R8. We plan more workshops and professional development as other districts examine SEL and equity as part of their reopening plans. We hope to highlight some of them as well. Hamilton proved that ingenious writing, great music and a riveting story can lead to history coming alive. Let’s use the creativity of our students, our staff and our communities to ensure equity for all of our children. * In an attempt to humanize slaves as real human beings, I did not use the much more common noun, “slaves”. This is in keeping with granting these individuals an identity as people rather than using a term to describe their position in society. “We carry them forward as people, not the property that they were [considered] in that time.” See https:// andilit.com/2011/10/12/slaves-vs-enslaved-people-the-subtle-strong-power-of-words/#:~:text=Todaypercent2Cpercent20mostpercent20historianspercent20speakpercent20of,itpercent20ispercent20ohpercent20sopercent20powerful. **See https://www.gilderlehrman. org/history-resources/teaching-resource/ historical-context-constitution-and-slavery.
At one of the SERC workshops, Deputy Commissioner of Education Charlene Russell-Tucker also spoke about how important it is to pair the work districts are doing on SEL with equity considerations. She started her discussion with setting out some facts about our State: • Even Black students from more affluent families do less well than poor whites in our schools; • There are much higher suspension and expulsion rates of Black students than white students; • Connecticut has one of the greatest racial gaps in student achievement. None of these points should be a surprise to Connecticut school board members or superintendents. However, as Russell-Tucker stated, “knowledge of these factors has not led to urgent action.”
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The Journal – Connecticut Association of Boards of Education | August, 2020
Aim Higher
Creative legal solutions for Connecticut’s public schools – because sometimes it is rocket science.
Shipman & Goodwin’s school law attorneys have more than 40 years of experience, and represent over 100 public school districts, as well as public school member organizations and associations, on a full range of legal issues that they confront, from general education law to special education matters.
Our school law site, www.ctschoollaw.com is devoted entirely to emerging school law issues. Attorneys counsel clients, monitor legislation and provide periodic alerts and updates. We regularly present seminars, quarterly workshops, webinars and professional development workshops for schools on current topics of interest. 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. www.ctschoollaw.com
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The Journal – Connecticut Association of Boards of Education | August, 2020
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See You in Court – The Nutmeg Board of Education
The Nutmeg Board’s Reopening Plan Thomas B. Mooney, Esq. Shipman & Goodwin
The Nutmeg Board of Education makes many mistakes. The latest imbroglio created by the board will be reported here each issue, followed by an explanation of what the board should have done. Though not intended as legal advice, these situations may help board members avoid common problems. The mood was tense before the meeting of the Nutmeg Board of Education last week. The posted agenda included an item that had everyone on edge: “Discussion of District School Reopening Plan.” The members of the Nutmeg Union of Teachers were out in force, and the room was packed. Mr. Superintendent had kept his cards close to the vest, and his School Reopening Task Force (composed of staff and parents) had been meeting behind closed doors. Even the members of the Nutmeg Board of Education were clueless as to what was coming. This meeting was the “big reveal.” When Ms. Chairperson called the meeting to order, she got right to the point. “Mr. Superintendent, we are all very curious about the plan to reopen school in the fall. Please present your report first. Like right now!” Mr. Superintendent launched right into his description of the plan. To start, he explained that parents will be responsible for student transportation to and from school unless they really “push” for district-provided transportation, observing that running near-empty school buses will be great for social distancing. Mr. Superintendent then went on. “All students will be expected to come to school five days a week unless they have a doctor’s note. For those students, and for those students only, the district will assign teachers to provide remote instruction. Other students whose parents elect the option to keep them home temporarily will largely be on their own, but they will be able to tune in on the ‘robust’ offerings of instruction that will be available online.” Veteran Board member Bob Bombast couldn’t wait any longer, and he interrupted Mr. Superintendent. “What about the teachers? Some of them have emailed me, telling me that they are scared to come back to school.” “We have listened to those concerns,” Mr. Superintendent responded, “but we have schools to run! We can accommodate some of our teachers, but not all of them. And don’t get me started on the Nutmeg Union of Teachers! If it were up to the Union, we would be closed and tied up with negotiations until next year.”
Bob Bombast pushed back. “Before I could ever vote in favor of this plan, I need a lot more information. Do we really plan to bring everyone back?” Board member Mal Content piped up. “I need more information too! I don’t want to be sued, and if we don’t do this right, we will be in court over this!” “Actually, Board members do not have to worry about voting,” Mr. Superintendent reassured them. “I am responsible for operational issues, and I am just giving you Board members and the assembled public a courtesy overview of my plan.” “Hold on a minute!” Bob interjected. “If anyone is going to approve this plan, it will be Nutmeg Board of Education, and only after thorough discussion, of course.” At that point, Mr. Superintendent had to confess. “The plan was due to the State Department of Education by July 24, and I kind of already filed it last week. If you have any serious problems once we go through the Plan, I suppose we can file an amendment. But I think that our crackerjack Task Force covered all the bases.” What is the Board’s role here? • • • • • • • • • • • • • • • In general, operational issues are the responsibility of the superintendent, who is by statute the chief executive officer of the board of education. CABE and CAPSS have issued helpful guidance in this regard. (See the CABE/CAPSS School Governance Position Statement (June 2016) at https:// www.cabe.org/page.cfm?p=1223.) The key to reconciling the board members’ oversight role with the operational responsibilities of the superintendent is good communication. Mr. Superintendent has the legal authority to develop and file the plan with the State without Board action. However, he should have kept the Board informed and involved during the planning process. Among other things, implementing the plan will involve decisions as to resource allocation, a basic responsibility for the board of education. Mr. Superintendent’s secretive approach also created an FOIA problem. His School Reopening Task Force included parents and, as such, its meetings were not exempt from FOIA rules as an “administrative or staff meeting.” Accordingly, the meetings of the Task Force should have been posted and been open to the public. The unions representing Nutmeg Public Schools employees have a right to request negotiations concerning the reopening plan, but only at the right time and to a limited degree. Specifi-
cally, unions have the right to request negotiations when there is a significant change in working conditions. In considering such matters, it is important to differentiate between decisional bargaining (whether a particular action will be taken) and impact bargaining (how that action will be accomplished). In devising reopening plans, school districts will be making significant decisions about district operations, including modality of instruction and where and how that instruction will occur. Decisions as to the instructional program (e.g., how much teaching will be synchronous) are management decisions, and such basic decisions are not subject to collective bargaining. The impact of such decisions, however, is subject to negotiations under a timeline, including mediation and arbitration, if necessary. Mal appropriately raised liability concerns because safety of students and staff is of paramount concern. However, it is important to keep such concerns in perspective. First, any such liability would not be personal. By statute, board members and school employees who act within the scope of their responsibilities are indemnified against personal liability if and when claims are made. Moreover, the school
district itself may have governmental immunity from liability, but not always. In some cases, liability may be imposed if school personnel do not follow established standards and someone is harmed as a result. In establishing safety procedures and protocols, therefore, district officials must be realistic and adopt procedures that are practical and will be followed. Finally, transportation is the legal obligation of the school district when it is reasonable and necessary, and districts should not force parents to “push” the issue. Nonetheless, school districts can and should survey parents to see whether they wish to provide transportation for their children to and from school during this challenging time. Districts should plan transportation based on accurate numbers, but flexibility is key. While districts can require reasonable advance notice (a week?), parents reserve the right to change their minds and look again to the district to provide transportation. Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal. Shipman & Goodwin is a CABE Business Affiliate.
The 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.
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The Journal – Connecticut Association of Boards of Education | August, 2020
THE POLICY CORNER Vincent A. Mustaro
Senior Staff Associate for Policy Service, CABE
Policy Implications for the Reopening of School During the Pandemic In the midst of an unprecedented pandemic situation which has impacted all of us, planning for the reopening of school is underway by local superintendents, boards of education and staff. Such planning must consider the guidelines promulgated by the Governor, Commissioner of Education State Department of Education and Department of Public Health. Unlike any previous planning for the reopening of a new school year, in our lifetime, the current planning involves politically sensitive and charged decisions. There are enormous health, logistical and pedagogical challenges impacting the availability of monetary and other resources. Local educational leadership teams must put in place strategies which anticipate and prepare for the critical transition from the remote distance learning format utilized due to the closure of schools in March to a return to the physical school setting. The educational landscape has incalculably changed. Simply recreating that which was practiced before the school closures is not possible nor desirable. The pre-coronavirus status quo didn’t serve every student well. In addition, not all students and staff will return to reopened schools necessitating flexible and varied options for schooling during the new school year. Planning must also consider the need for additional periods of school closure if health conditions worsen. Therefore, the planning process must consider the lessons learned during this continuing health crisis. Students have suffered educational, social and emotional loss during this time. The need exists to prevent any further erosion of social, emotional and academic growth, especially in vulnerable children for whom school can be a lifeline. However, the central concern remains the health, safety, and overall health of students, staff and the entire educational community. The planning and implementation process must also reflect the fact that the closure of schools amplified and worsened the issue of inequities impacting students. Parents and local
communities, however, need assurances that local school systems, when reopened, have placed the priority on the protection of the over-all health and well-being of the entire school population. This includes both physical and mental health and the need to provide for the continuity of learning for all students. During the time schools were closed questions were raised pertaining to whether existing polices needed to
retention, graduation requirements, homeless students, bullying, student records, school calendar, school day, and the instructional program. Other policies impact key district operations and responsibilities, such as food services, transportation, budget development, approval and implementation, board of education meetings, staffing and personnel issues, staff development, evaluation and support services, and personnel leaves of absence,
A board’s policy manual is a living document, especially during an emergency. be changed or if new policies needed to be developed. Issues of “Policy Highlights” emailed to all board members and superintendents in April and May identified policies impacted by the COVID-19 situation. Over 50 policies were identified for which superintendents and local boards needed to consider during the time of social distancing and cancellation of classes.
Your Policy Manual
Truly, a board’s policy manual is a living document, especially during an emergency. The identification of the policies provided an awareness of issues the board/superintendent team must consider. The policies serve, in part, as a checklist to many issues which must be confronted. The policies identified included those that needed to be addressed in the use of online learning platforms. Policies which addressed the acceptable use of the internet, copyright issues, staff-student relationships, student data protection and privacy, websites, off-site computer use, special education, and ELL students are included in this group. Many policies pertain to core student issues. These include, but are not limited to, equity and diversity, attendance, grading, promotion and
to name a representative sampling. During the past school year many district policies were impacted by executive orders of Governor Lamont, directives providing waivers of current responsibilities and tasks from Commissioner of Education Cardona and the Connecticut State Department of Education and from the Federal Department of Education. Some new policies, if not currently in a district’s policy manual, should be considered. These include the following: • Bylaw #9313 – Suspension of Policy, Bylaws, Regulations • Bylaw #9321.2 – Electronic Board of Education Meetings •B ylaw #9325.43 – Attendance at Meetings via Electronic Communications •B ylaw #9327 – Electronic Mail Communications •P olicy #2131.1 – Appointment of Designee for Superintendent •P olicy #6141.3291 – One-to-One Tablet/Computer Program •P olicy #6172.61 – Distance Learning Plan Due to HealthBased School Closures •P olicy #6114.81 – Temporary Suspension of Policy During Pandemic The often raised question is wheth-
er the myriad of policies identified need to be revised. It is important to keep in mind the basic definition of a policy. Concisely stated, a policy is a general statement the school board makes to indicate a desired condition, direction or belief. The policy may also explain the reasons behind it. Policies are broad philosophical statements established for operating the school system. They indicate what the board wants to see happen or conversely, what it doesn’t want to see happen. Therefore, in the great majority of policy topics, there is no need for a policy to be revised. The key challenge is the manner in which the policy is to be implemented during the unprecedented pandemic.
Attendance and Grading
As examples, the policies pertaining to attendance and grading basically indicate the importance of regular school attendance as a key contributing factor to student achievement, as indicated by an assessment system or grading system. The COVID-19 crisis caused a need to handle these two issues differently, based on Executive Orders and the Commissioner’s guidelines. In short, implementation had to change, not the policy. In some instances, existing policy language needed to be suspended. Therefore, it is important to have policy language to deal with such an action. Another challenge for school districts, based upon the experiences of providing a remote learning experience necessitated the need for some new policy initiatives, such as those listed previously. Also, some existing policies have taken on new and more crucial importance. These include the policies pertaining to social and emotional learning, trauma-informed school practices, and equity and diversity. Other key policies, as a new school year is upon us include the policies pertaining to required health assessments and immunizations. Guidance from the Departments of Public Health and Education indicated that the requirements would not change. ThereSee POLICY IMPLICATIONS page 9
The Journal – Connecticut Association of Boards of Education | August, 2020
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We Are Well Suited to Respond to the Legal Needs of Boards of Education Attorneys and Counselors at Law
Berchem Moses PC is a leading player in the State of Connecticut in the field of Education Law. With 10 attorneys dedicated to this specialized practice, we offer a long history of experience and deep resources. We promise the highest level of service in a more cost effective manner. We work with boards of education to address a myriad of complex issues including labor and employment, student issues, special education, general counsel, and other challenges facing educators today. Be sure to visit www.connecticuteducationlawblog.com where our attorneys regularly cover legal matters that pertain to Connecticut schools.
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The Journal – Connecticut Association of Boards of Education | August, 2020
Book Review:
Schooling for Critical Consciousness Deputy Director and General Counsel, CABE
The following practices were highlighted in the study:
This book is particularly timely as school boards work to provide all students, but particularly Black and Latinx students, with meaningful tools for civic engagement. The authors, Scott Seider and Daren Graves, focus on strategies to engage Black and Latinx students in analyzing, navigating and challenging racial injustice. In a four-year longitudinal study of five urban high schools, the authors identified practices that foster critical consciousness among students and enable them to become agents of social change. They also found strategies that help students to resist the negative effects of racial injustice and to challenge the root causes. The authors note that scholars report that “marginalized youth with high levels of critical consciousness are more likely to demonstrate resilience, mental health, self-esteem, academic achievement, high professional aspirations, and civic and political engagement.”
•P roblem posing educational model, which developed the social analysis skills of the students •H abits of mind approach, which enhanced students’ political agency •E xpeditionary learning model and action civics model, which developed a commitment to collective social action •N o-excuses model, which increases students’ ability to navigate White spaces and settings They also identified common teaching tools that supported the development of youth critical consciousness: 1. Theoretical frameworks, including the components of successful social change movements and strategies to recruit allies and partners 2. Youth teaching youth, developed through school community meetings planned and led by
Patrice McCarthy
See BOOK REVIEW page 10
C.O.P.S
What will 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
Current vacancies include: Superintendent
Shelton Westbrook
MARY BRODERICK, ED.D SENIOR CONSULTANT
For more information contact
CABE Search Services
81 Wolcott Hill Road, Wethersfield, CT 06109
860-608-1763
Equal Opportunity Employer
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The Journal – Connecticut Association of Boards of Education | August, 2020
9
State Board Happenings:
State Board of Education June 17 Meeting minority students for any school exceeds 25 percentage points more than the comparable proportion for As the State Board of Education the school district. The full report said goodbye and thanks to student can be found at https://portal. members, Sophia Chin and Milan ct.gov/-/media/SDE/Board/BoardMaterials061720/Receipt_of_ReChand, the two gave a voice to students’ needs. Sophia encouraged port_on_Racial_Imbalance.pdf. Boards of Education must file the difficult talk about racial bias and made a plea for a diverse teach- a plan to correct the imbalance 120 days after being notified by the ing staff and curriculum, while State of the imbalance. Milan voiced concern on mental Along with approving sevhealth and recognized solutions eral charter school agreements, involved more funding, creating relevant programs and adding staff. the Board approved a statewide computer science plan. Having Their full remarks will be a part of previously approved standards and the meeting minutes. guidelines, this plan encompasses The Board voted to accept the diversity, a teacher pipeline and annual report on racial imbalance. curriculum. Diversity goals include, The State Department of Educaby 2025, to reduce by half the gap tion’s Attorney Jessa Mirtle, Difor female, high needs and minorirector of Legal and Governmental ty students enrolled in computer Affairs, reported that while there are no new schools identified as ra- science courses. Also by 2025, the cially imbalanced, there remain five plan seeks to increase those taking schools that still fall under the state an AP course by 20 percent and to definition, where the proportion of work to diversify those teaching Sheila McKay
Sr. Staff Associate for Government Relations, CABE
computer science. Further in the report, the State’s plan has 10 strategies to address funding. This report can be found at
https://portal.ct.gov/-/media/SDE/ Board/BoardMaterials061720/Connecticut_Computer_Science_State_ Plan.pdf.
POLICY IMPLICATIONS
The need for a new and administrative regulation has arisen from the new Title IX regulations promulgated by the U.S. Department of Education related to sexual harassment. These become effective in mid-August. While not directly related to COVID-19, this has taken on an urgency for board action due to the implementation date. The reopening of Connecticut’s schools is not unconditional. It is a complex and highly sensitive task. It requires the preparedness of the education system’s infrastructure and its pedagogical processes. The need exists, in the consideration of a multitude of issues, to reassure parents that it is safe for them to send their children to school. Further, attention needs to be given to meeting the needs of the staff. All are impacted by policy.
(continued from page 6)
fore, the policies and their corresponding administrative regulations do not need to be modified. In addition to policies, planning for the reopening of schools, in a format that will need to consist of some students returning to the physical school setting, others in a distance learning format, and variations of these models, plus a contingency plan should health conditions necessitate the reclosing of schools, staffing issues as governed by bargaining unit agreements must be considered. It is possible that memorandums of understanding and/or agreement need to be negotiated on changes in working conditions.
10 POLICIES
(continued from page 1)
for Black students, have first-hand cultural knowledge and experiences similar to Black students, bring Afrocentric perspectives and pedagogical practices into the Eurocentric environment and serve as role models to Black students. This is unequivocally true for Latino, Asian and other educators of color.”*
Impact of Brown v. Board
We often lament the lack of educators of color but rarely do we discuss the impetus for the conspicuous lack of diversity amongst our public school educators. To understand how this calamity took place, one must look no further than the impacts of the 1954 ruling of Brown v. Board of Education in which the Supreme Court unanimously ruled that separating children in public schools on the basis of race was unconstitutional. As a result of Brown, a plan was put in place to integrate Black students, however, there was no plan to integrate the Black teachers. This caused “the unintended consequence” of countless Black teachers losing their jobs. In an April 28, 2004 USA Today newspaper article entitled, “Thousands of black teachers lost jobs”, Greg Toppo highlighted the backlash aimed at black teachers from white southerners who were not pleased about the Brown decision.
LEARNING
(continued from page 1)
determine the needs of students and address them individually. Through the tiered approach, support staff can determine what activities need to take place for all students (Tier I), for a few of the students through small groups and individual meetings (Tier II) and for some (Tier III) through more intensive supports and referrals. These screeners will be invaluable for student support staff, school counselors, school psychologists, social workers and behavioral analysts to understand the magnitude of services that will need to be provided to students. Addressing the needs of the staff within a district is also very important, as they are returning with dif-
BOOK REVIEW
(continued from page 8)
rotating groups of students 3. O pportunities to effect school change through research and advocacy 4. R eal world assignments such as capstone projects 5. T eachers sharing personal stories of challenge and resilience The book contains valuable strategies for educators to support their
The Journal – Connecticut Association of Boards of Education | August, 2020 “The 20 years following Brown v. Board of Education saw thousands of Black educators across the south lose their jobs, decimating the black educator workforce and setting the stage for poor academic performance by black students.” ** Given the climate and treatment of Black Americans in the Jim Crow South in 1950s and 60s, it is not surprising that many highly qualified educators of color lost their jobs simply because of the color of their skin. This is significant because we have yet to recover from the mass exodus of Black educators. Consider that from 1975 to 1985, the number of Black students majoring in education dropped by 66 percent. “Those of us who would have been teachers stopped majoring in education” says Mildred Hudson, chief executive officer of Recruiting New Teachers.*** It is clear that it is not just students of color who benefit, but all students benefit from a culturally diverse educational experience that includes diverse educators. If we are serious about increasing the diversity in the educator workforce, we must be diligent in our efforts to implement innovative strategies to recruit, support and retain educators of color. Boards of Education, Central Office personnel and building administrators must commit to being intentional about strategic hiring and
promoting. As an industry, we must consider other alternatives to diversify the teaching workforce such as eliminating the need for certification or at the very least examine the way we certify educators. Little evidence exists to support the correlation between the current certification process and teacher effectiveness, i.e., student outcomes. At the same time, we see non-certified staff members in buildings often most effectively engaging students and promoting student learning. This prompts an analysis of our certification process and a review of the connection between what correlates to student learning, how we assess for those traits and how we select future educators. In a July 21, 2017 Forbes article entitled “Teacher Certification Makes Public School Education Worse, Not Better”, author Omri Ben-Shaharonly wrote, “the key to successful education is to attract good teachers.” Further, Mr. Ben-Shaharonly writes, “it is no surprise, then, that researchers find little difference between teachers with or without a certificate. Allowing genuine alternatives to certification thus does not hurt the quality of learning. It also makes it easier to find more minority teachers, a goal many school districts still need to achieve.”
ferent levels of experiences during COVID-19. It will be important for districts to develop plans that give staff the support that they will need, regardless of the schooling model. Providing them with venues where they can gain support from their peers and administration will be a necessary part of the back to school plan. In addition, because of the increased social and emotional needs of students, staff will need appropriate trauma-informed and SEL training by individuals or organizations that specialize in trauma. While there are many school districts who have already dug into trauma and SEL work, there are many districts that will need to train their staff in these areas so that they can truly support their students in the classroom.
It will be vitally important that school districts take a look at their current student support staffing levels to ensure that the district has the school counselors, school psychologists and social workers to provide students with the social and emotional supports that they need in the fall. Currently in Connecticut, less than 25 percent of our elementary schools employ school counselors, which means that all of our students do not have access to a school counselor. In some districts the caseloads for school counselors, school psychologists and social workers are not conducive to meeting the needs of all students. It may take creative budgeting to find ways to keep and in many cases, increase these staff. If our students do not feel safe
students’ development of activist skills and commitments to challenge injustice. The authors recognize that there is no single approach that works across schools. However, the shared belief is that “when people believe in their ability to engage in effective political action, they are more likely to perceive politics as important and relevant to their lives. They are also less likely to see social problems such as racism or poverty as permanent and intractable, and more likely to see such problems
as capable of being improved through civic and political processes.” These strategies can empower young people of color to become activists, and to consider service on local bodies such as the board of education as a mechanism to achieve change.
How to Be Anti-racist
Author Dr. Ibram Kendi writes
in his book, “How to be an Anti-racist”, “the only way to undo racism is to consistently identify and describe it and then dismantle it.” Now is the time to identify, review and change the racist policies, practices and barriers that have contributed to the ethnic and racial educator gap. By identifying racist policies and replacing them with anti-racist policies, we can conceivably come up with meaningful ways to ensure that the educators’ workforce is reflective of the diverse student body in Connecticut. Only then will all children receive the true culturally relevant educational experience that they deserve. * King, 1993a, 1993b; Villegas & Davis, 2008). * *Toppo, G. (2004, April 28). Thousands of black teachers lost jobs. p. 1. * **Toppo, G. (2004, April 28). Thousands of black teachers lost jobs. p. 2. Kevin E. Walton, Sr. is a Human Resources Specialist for Diversity, Equity & Inclusion and the Co-Chair of the Diversity Committee for the Area Cooperative Educational Services in North Haven, CT. Mr. Walton is also a member of the Connecticut State Department of Education MTR Policy Oversight Council. You can contact Mr. Walton at kwalton@aces.org. and supported and their social and emotional needs are not met, it will be that much more difficult for successful academic learning to take place. We owe it to our students to provide the best support services that we can offer them, and we can do that by supporting social and emotional learning and support services. Virginia DeLong can be reached at cscaadvocacy@gmail.com, 860-367-6478. The CT School Counselor Association is a CABE Educational Affiliate.
Did You Know?
For the price of CABE dues, your board and superintendent are eligible for:
• Unlimited telephone labor relations and negotiations advice. • CABE Labor Relations survey information. • Superintendent search process workshop and written guide.
“ We are stubborn on vision. We are flexible on details.”
– Jeff Bezos, CEO, Amazon
The Journal – Connecticut Association of Boards of Education | August, 2020
11
CABE: Working for YOU
Individualized Workshops | Professional Development Opportunities Legal Services | Policy Services | Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this: B y providing opportunities for members to learn how to better govern their districts:
z Advised board members on communicating with their districts on racial equity issues. z Held meeting of the CABE Diversity, Equity and Inclusion Committee. z Met with Women, Children, Seniors and Equitable Access for All Executive Director Steven Hernandez on working together. z Hosted meeting of Commissioner of Education Miguel Cardona and school board members and superintendents on reopening schools. z Helped plan diversity, equity and inclusion work with Brookfield Chair Rosa Fernandes and Superintendent John Barile. z Responded to inquiries on various legal and governance issues. z Facilitated discussion of board/ superintendent communications with the Region 8 Board of Education. z Led Griswold Board of Education leadership team workshop: Staying in your lane, strategies for highly effective boards. z Facilitated Griswold Board leadership team discussion about the district response to COVID-19, board member experiences during school closure and questions about the coming school year. z Facilitated Hebron Board of Education leadership team two-part retreat and goal setting. z Provided professional development for the Stamford Board of Education, in Roles and Responsibilities and strategies for staying in your lane, with Ken Weinstock of the law firm Kainen, Escalera & McHale. z Responded to 48requests for policy information from 29 districts, one newspaper and one out-of-state school board association, providing sample materials on 30 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 again pertained to pandemic policies especially the new face mask/face covering requirement. Other topics
of interest included revisions to Title IX, one to one computer programs and filling vacancies. z Met with Portland and Willington Boards of Education (online) to discuss Roles and Responsibilities.
B y helping school boards to increase student achievement:
z Sent were three issues of “Policy Highlights” via e-mail listserve covering topics that affect student achievement. Included topics pertained to Title IX, school resource officers, school nutrition, in-person teaching versus remote learning, U.S. Supreme Court title VII ruling and required due process notifications. zM et with Tolland Board of Education (online) to discuss board goals.
B y ensuring members receive the most up-to-date communications:
z Hosted weekly Board Chair CheckIns and Updates. z Wrote memorandum regarding the implications for boards of education of the dispute over how school districts allocate CARES Act funding to private schools.
B y promoting public education:
z Attended the CAPSS Board of Directors meeting electronically. z Participated in Pullman and Comley webinar pertaining to the reopening of schools. z Participated in electronic SDE meetings pertaining to school reopening guidelines. z Participated in a webinar pertaining to risk management issues.
B y providing services to meet member needs:
z Hosted webinar on Diversity, Equity and Inclusion for school boards and superintendents with Dr. Martha Brackeen-Harris. z Responded to 161 (May-July) requests for research and information from 52 districts and worked on 14 requests for non-union employee salaries, 10 requests for collective bargaining settlements and information, and six requests for contract review. Hot Topics Included: • Early retirement incentives • Conflicts of interest • Public comment in remote meetings • Considerations for returning to in-person meetings
•C ovid-19 related ADA accommodations • S tate and Federal FMLA interplay with COVID-19 “FMLA plus” •C oaching certifications •T ransportation “waivers” and the statutory requirement that boards provide transportation to all students •N ew Title IX requirements z Prepared materials, as part of the Custom Policy Service for Danbury and Region #5. z Entered into an agreement to develop a new policy manual for Region #15. z Completed the revision of the listings of required policies and mandated policies, which were posted on the CABE website. z Updating the publication pertaining to policy. z Developed a new policy to reflect the mandate for the wearing of face masks when schools reopen. z Discussed retreat planning with Ellington Board of Education.
B y attending Professional Development to strengthen staff knowledge and skills.
z Attended SERC webinars on “Racial Equity and Education During COVID-19”. z Participated in webinars offered by NSBA Council of School Attorneys, New England Association of Schools and Colleges, American Society of Association Executives, the Collaborative for Academic Social and Emotional Learning (CASEL), and various law firms. z Attended what school districts need to know about the new Title IX regulations webinar provided by Pullman and Comley. z Participated in better writing for attorneys, a Connecticut Bar Association (CBA) two-day seminar. z Attended FOIA in the pandemic age webinar, provided by CBA. z Attended what employers need to know when reopening the workplace webinar, provided by CBA. z Attended implicit bias webinar, provided by ConnPELRA. z Attended reopening schools webinar, provided by Pullman and Comley. z Completed the CHRO sexual harassment training. z Attended weekly “Trainer’s Tuesday” professional development workshops by the NSBA Federation of Trainers (FEDTRAIN).
B y representing Connecticut school boards on the state or national level:
z Participated in “Partners” meetings with Commissioner Cardona, CAPSS, CAS, CEA, AFT-CT and others. z Spoke with Indiana School Boards Association President and Executive Director and NSBA on what Connecticut is doing concerning diversity, equity and inclusion. z Hosted CABE Board Chair CheckIns and Updates. z Participated in meeting of SDE’s Minority Teacher Recruitment Oversight Committee. z Participated in NSBA School Boards Association’s Executive Director discussions. z Attended Anti-Defamation League webinar and CT Region Board meeting on anti-Semitism. z Met with representatives of DonorsChoose on help they are providing to school districts. z Participated in meetings of the Connecticut Reopening Subcommittee on Education. z Met with representatives of the Connecticut Association of School Counselors about student and staff social-emotional concerns as we reopen schools. z Attended webinar on the Emotions of Racism. z Attended Commissioner Cardona’s workshop with superintendents. z Took part in meeting of NSBA Executive Directors’ Liaison Committee. z Discussed special education mandates and funding with Senator Chris Murphy’s staff. z Participated in Social and Emotional Learning Collaborative meetings. z Participated in School Discipline Collaborative meeting. z Participated in CREC Council meeting. z Attended the CT State Board of Education meeting. z Discussed plans to reopen schools and resource needs on WTIC-AM, Channels 3, 8, and 61. z Participated in NSBA State Association Counsel calls. z Participated in NSBA Convention Manager calls. z Met with Senator Doug McCory to discuss various education issues. z Attended Discovering Amistad Board of Directors meeting.
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The Journal – Connecticut Association of Boards of Education | August, 2020
The Media Message by Ann Baldwin, President and CEO, Baldwin Media Marketing, LLC
Tips on How to Make Communications Easier During COVID-19
As the current crisis surrounding COVID-19 continues to unfold and the uncertainty of how our schools will reopen is still on everyone’s mind, I thought this would be the perfect time to offer some tips on how your district can streamline communication with students, staff and the school community.
Keeping Everyone Informed
With re-opening guidelines changing almost daily, it is essential to keep up-to-date with the latest information. The best way to do that is to dedicate (if you haven’t already) an area on your district website’s home page to keep everyone informed. Unfortunately, communication is never easy, and often becomes even more complicated during a crisis, but by keeping your website updated, you can direct those with questions to get their answers on the website, as opposed to being inundated with phone calls.
Board members should refer community members to this online resource.
Utilize Your Online Community
During the COVID-19 crisis, there is no such thing as over communicating. In times of uncertainty, people tend to panic and are anxious. Students, parents and staff need reassurance now more than ever. Utilizing social media channels on a regular basis is a great tool for constant, updated dissemination of information. If your district has a Facebook page, or other tools like School Messenger, this is the time to utilize those for regular updates, resources and guidance. You may also want to include “hot links” in your messaging that go directly to the CDC, for example, or your local health departments, where information and guidelines are easily accessible.
Keep Students and Parents Up to Date on Social Media
Relating to the previous point, your social media is critical right now. As people are isolated and working or studying from home, social media has become a tool to unite individuals. Of course, it is always a matter of “damned if you do and damned if you don’t”, but at least you are making a concerted effort to be open and transparent with your school community. It is also important to share the good and the bad. This leads me to a question that I get often: should we reply on behalf of the district to negative comments on social media? The answer is generally no, unless the information circulating is factually incorrect, then the answer is yes. Someone needs to set the record straight. Board members should share social media posts without editori-
alizing. Share the facts provided by your district.
Listen and Adapt to Your Constituents’ Needs
Every school district in our state has its own unique circumstances. You should always be listening to YOUR constituents and adapting your message accordingly. Consider what your students’, parents’ and teachers’ main concerns are right now and try to address them in your communications. Remember, what you say today may change tomorrow, so you have to keep your information fresh and upto-date. By staying on top of your communication during this crisis, your district can be a source of strength for your community, offering valuable reassurance during these very difficult times.
The Journal – Connecticut Association of Boards of Education | August, 2020
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Trusted Legal Counsel in Extraordinary Times Now more than ever, school districts, their boards of education and their administrators are turning to Pullman & Comley’s School Law practice for informed, accurate and timely information on the unprecedented legal issues they face in the age of COVID-19, including those surrounding the safe reopening of schools, remote learning, PPE protocols, and labor and employment matters. At the same time, our attorneys are counseling clients on new laws affecting school districts, including the Title IX regulations effective in August 2020, transgender athlete policies and the sexual harassment training obligations mandated by October 2020.
Please visit our Education Law Notes blog for up-to-the-minute alerts, commentary and insights on critical legal issues affecting educational institutions. Schoollaw.pullcomblog.com And, for critical information on the legal implications as a result of the COVID-19 pandemic, please visit our COVID-19 Focus page at pullcom.com to view recent publications, receive alerts, and to register for and view our webinar series related to the pandemic.
Our attorneys are accessible to their clients, responsive to concerns and always available to answer questions on these issues as well as on the challenges schools face on a routine basis in their daily operations.
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