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www.cabe.org

Vol. 24, No. 2

February, 2020

View from the Capitol

School Counselors Increase Equity and Access to SEL

Patrice McCarthy

Deputy Director & General Counsel, CABE

Maureen Doughery, Danielle Rafaeli & Molly Strang Fairfield University Graduate Students in Counseling

Eileen Melody

Connecticut School Counselors Associatioin Chairman

As the “short” Legislative Session begins, the timelines for public hearings and committee actions are compressed. Between opening day on February 5 and adjournment on May 6, new initiatives will be debated as well as possible budget adjustments. With committee leaders and members having already worked together in the last legislative session, they are poised to get off to a fast start. Based on discussions at CABE legislative breakfasts around the state, resources to remove the cap on the special education cost grant as well as support for collaborative efforts across districts will be priorities for board members and superintendents. In addition to communications with your individual legislators and oral or written testimony at public hearings, CABE’s March 11 Day on the Hill will provide a timely opportunity to discuss critical education issues.

Little scientists!

The Major Goal of Gifted Education: A Response to The Hechinger Report Joseph S. Renzulli & Sally M. Reis

Neag School of Education, The University of Connecticut

A middle grade student from a Connecticut gifted program spent several months working on a project after he heard about a young boy with a disability who couldn’t ride on a roller coaster. The student spent several months studying research on roller coasters, videotaping rides and sounds, acquiring a special vibrating chair, visiting internet sites, and contacting roller coaster manufacturers, and amusement park managers. He eventually produced a prototype, won first place in the Connecticut State Science

Fair, and is now seeking a patent. Experiences such as this are far more important than those set out in an article that appeared in the Hechinger Report by Jill Barshay. Barshay stated that “a large survey of 2,000 elementary schools in three states found that not much advanced content is actually being taught to gifted students. In other words, smart third graders, those who tend to be a couple of grade levels ahead, are largely studying the same third-grade topics that their supposedly ‘non-gifted’ classmates are learning.”* Barshay states that “research points to the lack of consensus on what the goals of gifted education should be”. She writes about the goal of

inside

See GIFTED EDUCATION page 4

Finnish Lessons

BOOK REVIEW:

Personal Leadership: The Art of Leading You

As students embark on their educational and workforce journey, the importance of social and emotional learning (SEL) increases. School counselors believe student academic learning occurs in conjunction with the development of inter- and intrapersonal intelligence, thus a basic belief of school counselors is that all students should have equal access to SEL. In 2019, Connecticut legislators approved Public Act 19-63 - An Act Concerning Guidelines for a Comprehensive School Counselor Program. This legislation allows for the adoption of guidelines that ensures that all students have access to a comprehensive school counseling program to provide not only academic and post-secondary/career readiness programming, but also SEL by a certified school counselor. SEL gives students the skills and mindsets needed to manage the challenges that come throughout one’s life span. The Collaborative for Academic, Social and Emotional Learning (CASEL) has identified five core competencies of SEL: self-awareness, social awareness, self-management, responsible decision making, and relationship skills. Each of these competencies See SCHOOL COUNSELORS page 4

2019 Communications Comvention 101: Advice Gets An “A” for New School Board Members

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Connecticut Association of Boards of Education Inc.

Periodical Postage PAID Hartford, CT

The Journal – Connecticut Association of Boards of Education | January, 2020 PRESIDENT COMMENTARY

Let Your Voice Be Heard! Donald Harris President, CABE

The Connecticut General As-

sembly is in full swing and making decisions that will affect what you do in your school district. Most times, legislators are well-meaning, but their efforts to solve perceived problems have repercussions for local school districts that were never anticipated. The law of unintended consequences is strong when it comes to legislation, well-meaning or not. Representing your Association, CABE staff members and school board members alike will be tracking pending legislation, testifying in committees, reaching out to legislators, holding legislative breakfasts and generally making sure that legislators understand the consequences of their decisions on education matters. This work has already begun and will continue until the final adjournment on the last day of the session. I encourage you to get involved, learn about the issues and participate in the process. CABE staff is here to assist you in better understanding the issues and how you can effectively communicate to your local representatives just how their decisions will affect your local community. Remember, legislators’ constituents are your constituents. They need help understanding what happens on the local level. The CABE Government Relations Committee and State Relations Committee are very active

during the session and are always looking for more volunteers to help with their work. While attending legislative hearings is a very good way to be a part of CABE’s lobbying efforts, phone calls or e-mails to legislators can be highly effective as well. A significant way you can have a voice in the legislative process is to attend CABE’s Annual Day on the Hill. School board members, superintendents and students from across the State participate in a day-long activity that has an impact on laws that may affect your work. The Day on the Hill agenda includes briefings on important legislation to help you understand the potential impact on your community if specific laws pass (or fail to pass). The group will hear from legislative leaders (The Governor is invited and generally attends if schedules allow) on the current priorities of the General Assembly. I particularly like the student participation aspect of the day and some districts bring a number of students to participate in the day. It is a great educational experience to see, first-hand, how government works. These young people are quite eloquent and I find legislators listen carefully and respectfully to what they say. I encourage you to bring several students with you. During the day, news media are present and look for people to interview to get the local perspective. At noon we march from the Bushnell where the morning activities take

CABE Day on the Hill Wednesday, March 11, 2020 8:30 a.m. The Bushnell • Hartford Watch your email and mail for registration information.

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 place, to the Legislative Office Building where you can meet with your local legislators and talk to them directly about issues of importance to your district. CABE staff will be there to assist you if you are new to the process. This is a great way to learn more about how our government works and to actually participate in the process. Another benefit of participating is to begin to develop a working relationship with your local representatives. Contacts made on Day on the Hill can come in handy when you find yourself emailing or calling your representatives later. You might also think about inviting them to one of your board of education meetings to continue the dialogue. In tough financial times, when everyone seems to be competing for the same pool of money and influence, a more persistent voice may help you get the resources you need for your district. I strongly encourage you to participate on whatever level you can find the time for – it will be a great learning opportunity and can have a very positive, lasting effect on the schools in your district.

Another CABE Member Benefit:

Your Central Office Staff Can Receive the Digital CABE Journal If you want your Central Office staff to receive a digital version of the CABE Journal at no additional cost to the district, please have the Superintendent’s Administrative Professional contact Cory Ucci at CABE at cucci@cabe.org.

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 Doug Pfenninger | Area 1 Director, Winchester Bryan Hall | Area 2 Co-Director, East Hartford Leonard Lockhart | Area 2 Co-Director, Windsor Michele Arn | Area 3 Director, Vernon 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 Director, Derby 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 Julio Flores | C ity Representative, Hartford Darnell Goldson | City Representative, New Haven Jack Bryant | City Representative, Stamford Charles Stango | City Representative, Waterbury STAFF

Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Rebecca Adams Rieder | Senior Staff Attorney 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 Journal – Connecticut Association of Boards of Education | January, 2020

CABE Affiliate Members BUSINESS AFFILIATES VALEDICTORIAN 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 OneDigital Health and Benefits Perkins Eastman 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

EXECUTIVE DIRECTOR COMMENTARY

Extra Burdens Robert Rader

Executive Director, CABE

I have a question for board members and superintendents: Is there a “go-to” person on your Board when it comes to a certain issue? Is one person presumed to be the leader or the “expert” on an issue because of his or her race, religion, disability, gender identity or other characteristic? Let me ask a more specific question: is one of your Board Members expected to lead on issues concerning racial equity, because of his or her race? Is a gay person presumed to be the expert on all things gay or transgender? Obviously, you can use any characteristic and ask the same question. If the answer is “yes,” this column is for you. We may expect some Board Members to be experts in certain issues, depending on their specific expertise or skill, for example, a public accountant might be considered a fiscal authority. A former teacher, principal or superintendent may be seen as the expert on how schools function. However, when we base that expectation on a physical or other trait, the person may feel that he or she is being ill-treated. This probably is not intentional. However, the result is similar to that of implicit bias—an attitude or stereotype “that affects our understanding, actions, and decisions in an unconscious manner.”

Black Teachers Pigeonholed?

Here is an example of how this same type of “pigeonholing” plays out for black teachers in our schools. In 2016, The Education Trust held focus groups with 150 black teachers across the country on challenges that they were facing. No doubt these feelings affect the retention rates of black teachers. Unfortunately, the responses would probably be the same in many districts, today. So what did Black teachers in the focus groups say? They described the many ways they believe they benefit students and are experts in providing schooling for their students. “They had high expectations for their students, passion for teaching, and the capacity to empower students with knowledge. Many of them felt they were ‘called’ to be in the classroom.” So far, so good. But, here’s what else they felt: They felt they taught Black students well, “but found themselves restricted to only teaching Black students”; that

they were asked to be disciplinarians instead of having gained respect for their work in classroom management; “they put in extra time and effort, but weren’t heard in staff meetings”; and “had to ‘tone down’ their personalities to be seen as professionals.” They felt they were being “pigeonholed by peers, parents, and administrators into specific roles based on these strengths, thereby limiting and diminishing their capabilities. Without the acknowledgment of (or the chance to build) the pedagogical and subject matter expertise essential to their profession, they felt they lacked opportunities for advancement and were undervalued and unappreciated.” The teachers also felt: • t hey were often seen as subpar educators. According to the teachers, “the assumption that Black teachers are best to teach Black children creates a subtle — and obviously inaccurate —undercurrent that Black teachers do not have the ability to teach all children.” • a sense of obligation to teach Black students beyond the academic curriculum. Because of this, “they experienced additional professional and personal stressors.” The heightened sense of obligation, and the stress that went with it was intensified by their limited representation in the teaching workforce and the field of education. •w hen they attended professional development, it often did not cater to the kinds of schools they worked in or the kinds of issues they faced. “This lack of adequate resources and support often led Black teachers to navigate challenges on their own and rely on whatever they had to in order to serve their students.”* As we strive to attract and retain teachers of colors, is your district making the same errors?

Unintentional Effects

Here is an example of when a Board Member was perceived as expert and leader on an issue because he is a person of color: A few days ago, Commissioner of Education Cardona told Patrice McCarthy and me that he was approached by a Board Member of color after a Board meeting who said he was tired of “carrying the ball” on equity issues for the Board. This is not just an issue for a Board Member of color, the Board Member said, “it should be an issue for all Board Members.” Too often, we put the burden on issues that should be concerns to all on one Board Member.

Passion

Please understand me, there is nothing wrong with relying on an individual when that person is passionate about an issue and speaks up at meetings or in private on that particular concern. My hope is that all Board Members are passionate about many issues that affect their schools and their districts. Nor is there anything wrong with getting input from those who may be most affected by a Board’s decision. Let’s not, however, put all the burden on one person. If you have such an issue on your Board, one solution may be in setting boundaries. If appropriate, I would encourage the “go-to” person to speak up and plainly state discomfort. Perhaps the person could also set some informal boundaries on how they want to provide input. Another solution can be to have professional development for the board on how to look at equity issues or issues that affect one group more than others. CABE can help teach the necessary skills for each member to speak more openly about issues of equity. Let’s not place additional burdens on people solely because of their personal characteristics. This area is one in which Board Members and Superintendents need to use the best of their emotional intelligence skills. There is research that shows that when there are persons of color on a School Board, the Board is more likely to be sensitive to the needs of students of color. That is why CABE has worked so hard to encourage diversity and inclusion on our Boards. We hope that respect, unity and understanding on all Boards leads to more comfortable roles for all Members. *Through Our Eyes: Perspectives and Reflections from Black Teachers; The Education Trust, 2016; https:// edtrust.org/resource/eyes-perspectivesreflections-black-teachers/

The Journal – Connecticut Association of Boards of Education | January, 2020

SCHOOL COUNSELORS

(continued from page 1)

identifies specific skills and mindsets which school counselors target to support their students. When properly delivered by certified school counselors knowledgeable about SEL practices, SEL programs increase the likelihood of positive student outcomes such as school attendance, academic success, and fewer disciplinary referrals. School counselors believe that once students have gained these competencies, they will enhance their educational efforts and academic abilities both currently and in the future by accessing these skills. The most recent edition of the American School Counseling Association’s (ASCA) National Model

GIFTED EDUCATION

(continued from page 1)

gifted programs and that “many don’t think it should be about advancing students as quickly as possible.” Such a goal would be based solely on the need for students to increase their already high standardized achievement test scores. Those who believe in such a goal understand gifted education in an outdated way, the same way education was considered important during the industrial revolution. We must go beyond simply considering higher achievement test scores or grades in AP courses as the goal of gifted education or as a panacea of the effectiveness of special learning opportunities for our most academically advanced students. Longitudinal studies by Karen Arnold, for example, point out that even high school valedictorians who have excelled on memorizing advanced content and achieving top grades and test scores don’t go on to make innovative contributions in their subsequent professional careers. The most important goal of today’s gifted education programs should

which the Connecticut School Counselor Association (CSCA) is aligned, connects the goals of SEL to student mindset and behavior standards outlined as competencies for students. This systemic change in the model to incorporate noncognitive factors into the comprehensive school counseling program provides achievable standards for students throughout their school-aged years which the school counselor monitors as a progression of skill development. Through direct (individual counseling, small group counseling, and classroom instruction) and indirect (consultation and collaboration with agencies, families and school staff), school counselors immerse all students in the opportunity to gain the five CASEL competencies of social and

emotional learning. Through utilizing the ASCA model as a primary guide along with data-driven research synthesized from scholarly sources and the analysis of the results of the effectiveness of school counselor interventions, school counselors seek to inspire measurable changes that benefit students in the classroom, school and beyond. School counselors increase equity and access for all students because they have a practical and evidenced-based grasp on the concepts of social and emotional learning; they understand the ways SEL positively impacts the healthy development for students, Furthermore, when school counselors collaborate with other key stakeholders such as administrators and teachers, SEL can take on a reforma-

tive role for school culture. A school committed to SEL has the competencies rooted not only in the mission and vision of the school counseling department, but also in the mission or vision of the school as a whole. These goals transcend isolated professional development, and faculty meetings, and into students’ everyday classroom lessons and school experiences. If the whole school community believes in the value of SEL it is easier to motivate students to see the benefits as well. Successful integration of SEL into the school climate will not feel like a burden, but rather will be second nature. School counselors are a powerful resource within schools to prioritize equity and access to SEL. Editor’s Note: National School Counseling Week is February 3-7, 2020.

be to increase the reservoir of young people who can develop their talents to make a positive difference on our planet. We need academically talented young people to rise to positions of leadership and innovation in all areas of human endeavor. When we develop and nurture creative/productive giftedness (as opposed to lesson-learning giftedness), we provide our most capable young people with opportunities, resources, and encouragement to use knowledge and thinking skills in the ways in which practicing professional use information and thinking skills. We then have to teach them how to use these skills and provide opportunities for applying the skills to addressing real-world problems in their respective areas of interest and future career goals. Creative/productive giftedness describes those aspects of human activity and involvement where a premium is placed on the development of original ideas, products, artistic expressions, and areas of knowledge that are purposefully designed to have an impact on real world audiences, locally and in a small way, or in some cases, in larger venues such as the recent work of

Greta Thunberg, the young girl from Sweden who is working on the world climate change issue. In our Schoolwide Enrichment Model (SEM) Program, that is used broadly across Connecticut, we develop learning opportunities that are designed to promote creative/productive giftedness through the use and application of knowledge and thinking processes. We focus on real-problem oriented work for students, as opposed to simply acquiring knowledge for its own sake. In an SEM program, the role of the student is transformed from that of a learner of prescribed lessons and consumer of information (however advanced) to one in which he or she uses the modus operandi of the firsthand inquirer to solve problems in the school, community, or other areas of personal interest. Our approach to gifted education programs is how we can contribute to the development of future researchers, writers, artists, scientists, entrepreneurs, and other persons who grow the economy, enrich our culture, and who make Connecticut, the nation, or the world a more prosperous and better place.

When some criticize the development of creativity and thinking skills, they ignore the importance of learning exactly the kinds of skills necessary for creative and productive giftedness. Indeed, it is this broader set of skills that develops the investigative, creative, and entrepreneurial mindsets that are the characteristics that we most admire in people who have made important contributions to their respective fields of endeavor – indeed, the creative and productive people that the larger world ultimately refers to as “gifted.” And it is these very characteristics that today’s employers of high level talent are seeking and that we hope to nurture in Connecticut students who are engaged in programs that teach them to use their creativity to invent, create, and improve their schools and communities. Today’s parents of gifted children know these skills will make a difference in their children’s future as they continue to learn and emerge as the next generation of high creative problem solvers. *https://hechingerreport.org/giftedclasses-may-not-help-talented-studentsmove-ahead-faster/

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The Journal – Connecticut Association of Boards of Education | January, 2020

See You in Court – The Nutmeg Board of Education

Nellie Newbie Learns About FOIA the Hard Way 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. Nellie Newbie was excited to be a newly-elected member of the Nutmeg Board of Education, but she admits that she has a lot to learn. Nellie thought that she would be able to ease into her responsibilities, quietly observing veteran Board members like Bob Bombast or Mal Content to figure out what not to do. However, starting the night she won her election, Nellie has been hearing constantly from friends and strangers alike about what they think she should be doing. Nellie heard about the Freedom of Information Act, and she doesn’t want to be featured in some newspaper exposé about embarrassing emails. Accordingly, Nellie uses her district-issued email for official communications from and to the Superintendent and her fellow Board members. But for the random, candid exchange with a friend or acquaintance, Nellie has been careful to use her personal email so that searches of the district server will not turn up potentially-embarrassing emails. Nellie attended her first meeting as a Board member last month, and she was listening carefully to the Board’s discussion about whether to create a new girls team to equalize athletic opportunities between the genders in accordance with Title IX. She was surprised, however, when fellow Board member Penny Pincher piped up, “Just eliminate the boys wrestling and be done with it. Less can be equal too!” Nellie was then even more surprised when her cellphone buzzed. Nellie looked down at her cell phone and saw that she had received a text from the wrestling coach, who happened to be sitting in the audience. He implored Nellie to defend his program, telling her that his team is the preseason favorite to win the conference this year. Nellie texted him right back with “I’ve got this” with a thumbs-up emoji and gave him a little wave before she raised her hand to be recognized. “With all due respect for Penny’s creative suggestion,” Nellie addressed the Board, “I think that cutting the wrestling program would be a huge mistake. Our wrestling program is the pride of Nutmeg, and I heard that we are the preseason favorite to win the conference championship this year.” “Where did you hear that?” Penny pushed back. “Our wrestling team has

had a terrible record for years.” But, Mr. Chairperson interrupted Penny and Nellie, explaining that the boys wresting team is not on the agenda and shouldn’t be discussed. Unfortunately for Nellie, the matter was not over. When the meeting ended, Nancy Newshound, reporter for the Nutmeg Bugle, made a beeline for Nellie and confronted her. “I couldn’t help but notice that you were texting during the meeting. Under the Freedom of Information Act, I request a copy of any texts you sent or received during the meeting this evening.” Nellie smiled sweetly and tried to deflect by admitting to Nancy that there were a couple of personal texts, but they weren’t worth the bother. However, Nancy wasn’t swayed. “Here’s my cell phone number. If you don’t forward those text to me by 9 a.m. tomorrow, I will file a complaint with the Freedom of Information Commission.” Does Nellie have to forward the texts to Nancy? • • • • • • • • • • • • • • • Nellie has a lot still to learn about the Freedom of Information Act. Not only are those texts public records, but also the very act of texting during a public Board meeting raises legal issues over the public’s access to the meeting itself. As an elected member of the Nutmeg Board of Education, Nellie is a “public official,” and as such she is a “public agency.” Records related to Board business that she creates or receives are “public records or files,” which are defined by the FOIA as: . . . any recorded data or information relating to the conduct of the public’s business prepared, owned, used, received or retained by a public agency, . . . whether such data or information be handwritten, typed, tape-recorded, printed, photostated, photographed or recorded by any other method. Conn. Gen. Stat. § 1-200(5). This broad definition of “public records” is significant to Nellie for a number of reasons. First, Nellie’s use of her personal computer does not affect the status of the emails that she sends and receives. When those emails relate to the business of the Nutmeg Public Schools, they are “recorded . . . information . . . prepared, . . . received or retained by a public agency,” no matter where they are created or maintained. Second, the definition of public records applies not only to emails (and other information) that Nellie sends, but also to emails and other information that she may receive. When parent or other third party emails a board member about board business, he or

she is creating a public record, which in turn is subject to disclosure unless a specific exemption from disclosure applies. Third, by using her personal email account, Nellie is imposing a burden on herself. As a board member, Nellie may get FOI requests for emails related to board business. When those emails reside on the district server, responding to such FOIA requests is a matter for the district’s IT department. But when such emails are on Nellie’s personal account, responding to such request is Nellie’s problem. Given the broad definition of “public records or files,” it is no surprise that any texts related to board business that board members send and receive are also public records. To be sure, such communications will often be considered transient and not subject to record retention requirements. However, unless and until such texts are in fact deleted, they are public records subject to disclosure under the FOIA. Here, Nancy was aware of Nellie’s texts, and she made the request before Nellie could delete those texts. Moreover, under the FOIA, Nellie has a duty to respond “promptly” to Nancy’s request. Nancy’s 9 a.m. deadline was a

bit much, but Nellie is legally obligated to provide her the texts without undue delay. Finally, texting about board business during a meeting, whether to board members or others, can also be considered a violation of the open meeting provisions of the FOIA. Members of the public have the right to attend public meetings and to be aware of what is being said. In one interesting case, the Freedom of Information Commission held that “secretive conduct” by members of a public agency, including speaking in voices softer than usual, effectively denied members of the public the right to attend the meeting. Saluga v. Board of Assessment Appeals, Town of Brookfield, Docket #FIC 2013-221 (January 8, 2014). Analogously, one can easily argue that texting among board members during a meeting would violate the FOIA because the public would not hear all that was being “said” during the meeting. 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.

The Journal – Connecticut Association of Boards of Education | January, 2020

Aim Higher

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Shipman & Goodwin’s school law attorneys have more than 40 years of experience, and represent over 125 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.

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The Journal – Connecticut Association of Boards of Education | January, 2020

Finnish Lessons

Patrice McCarthy

Deputy Director & General Counsel, CABE

A group of Connecticut educational professionals, led by former Education Commissioner Betty Sternberg, had the opportunity to go on an educational trip to Finland as part of the Teacher Leadership Fellowship Abroad Program. At the recent CABE/CAPSS Convention, several of those participants provided a workshop to share their experiences, including Ann Gruenberg, CABE Past President and Hampton Board of Education member; Jennifer Norman, Griswold Board of Education member and a teacher in the Connecticut Technical High School System; Pat Cosentino, New Fairfield superintendent; and Kate Field, Teacher Development Specialist at CEA. The panel, which I had the privilege of moderating, provided their own insights about the Finnish educational system, and the cultural and economic context of education in Finland. Among their observations were the following: • In the Finnish culture children and childhood are valued and supported. New mothers have four months of paid parental

leave, and fathers have two months. After the parental leave ends, one parent has the right to remain home with the child for three years. In addition, there is universal healthcare. Finland has one of the highest tax rates in the world to pay for these benefits. • The schools and society foster the independence of young students. Children are taught from the earliest age to be autonomous. Very young children walk by themselves to school, for example, and are expected to take responsibility for their own learning. In Finland, autonomy is considered an essential part of being fully human. Allowing children to make their own choices, to make and learn from mistakes and to problem-solve independently is not without risk and depends on a high level of trust, which permeates the Finnish educational system at every level. Without trust, teachers and students become risk adverse, which stifles innovation and creativity, erodes autonomy, and limits human potential.

• There is a systematic cultivation of independent learners. Finnish educators are focused primarily on designing opportunities for students to become independent, close to nature, and more fully human. In Finland, they use educational tools to support learning practices and students have the responsibility of learning. • As in the US, the Finnish education system recognizes the importance of addressing the whole child, including trauma sensitive approaches and developing resilience • The Finnish philosophy of “sisu” permeates all aspects of the society, including education. Sisu is described as a courageous mindset that embraces challenges, both big and small; the ability to act in the face of adversity; an approach to life that is open to trying new things, experiences and going beyond what we think all the elements might be – whether physical, mental or emotional; looking for practical solutions and ways to move forward, to build up fortitude and

resilience. • A high level of trust, and autonomy is placed in teachers. They are given autonomy to make decisions in the best interest of students. • The focus is on the art of teaching. Teaching techniques, like collaboration, technology, and mentorship exist in both the US and Finnish systems. • Many opportunities are available, especially in early childhood programs, for play, physical exercise and experiential learning. The love of literacy is also developed at an early age. • The sense of hope, trust and a belief in possibility was pervasive. There was also a sense of safety and peace in the urban areas.

Contact Information

For more information on the Teacher Leadership Fellowship Abroad Program contact: Dr. Betty J. Sternberg betty.sternberg@ccsu.edu Central Connecticut State University Project Director, Carroll Hall, Rm 150 860-463-5871

The Journal – Connecticut Association of Boards of Education | January, 2020

— BOOK REVIEW —

Personal Leadership: The Art of Leading You BY DR. MICHAEL R. MCCOUGH

Robert Rader

Executive Director, CABE

Dr. Michael R. McGough has spoken many times to school board state associations on leadership, in particular, how the leadership of Civil War generals and other historical figures provide lessons for those in governance today, including those on boards. He is a licensed guide with the National Park Service in Gettysburg and has been a teacher, coach and principal in Pennsylvania public schools He rose to chair of the Education Department at York College. So, it was with curiosity that I started to read Personal Leadership: The Art of Leading You, published in 2018. It was not a history of great statesmen or female leaders through

history. Instead, it is an excellent discussion of how to deal with many situations in life, whether you’re a leader like one serving on a school board or just looking to lead a good life. During my years of working for boards of education in both New York and Connecticut, I have learned that “life” lessons are just as valuable to board members as those concerning specific issues that directly relate to board work (FOIA, anyone?). If the work you do as a board member is not guided by thoughtful, sensitive recognition and understanding of the consequences of your decisions, such as how they will impact students, you will undermine your efforts to strengthen your school district. Life lessons provide that framework.

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

Dr. McGough’s book helps readers better understand themselves, as well as providing useful views on better understanding and improving relationships with others, whether or not they are on your board. While not directly calling these “emotional intelligence” skills, that is what they are — and they are critical to being an effective board member. The book sets out the “Common Attributes of Strong Personal Leaders”, with discussion of their characteristics, such as self-reliance. These leaders do not fear failures, but are empowered by them. They are not vulnerable to the “myth” of perfection as opposed to doing the best we can (very helpful to us “Type A’s”) and embrace change rather than avoiding it. He discusses the importance of good time management, a subject crucial to all leaders, including school board members. He gives the advice to “break big or complex tasks into smaller or simpler pieces”— good advice when we tackle a big, scary issue. He stresses the necessity of planning “me-time” into your schedule” and the regenerative aspect of taking naps! Interpersonal relationships are central to how our boards work. The Leadership Team always need to consider and strengthen this aspect of working together. McGough discusses

the importance of knowing “how to be wrong when you are”, knowing when to “mind your own business” and setting “reasonable limits on what you’ll tolerate”. In “Care of the Self ”, he writes about taking charge of the “physical you”, “knowing when to let go” and “taking charge of your happiness”. While these might seem a little simplistic, they are also critical in enabling a person to being the best one can be. Dr. McGough never discusses school board service in particular, as a matter of fact, he doesn’t mention boards of education at all. Neither does he write about the history in which he excels. However, every one of the many lessons in the book come with interesting, applicable stories that illustrate the point he is making. They drive home his thoughts in easily understandable, sympathetic ways which challenge readers without lecturing us. Whether you are a board member, a superintendent, or otherwise involved in education and whatever you might do in your life, personally, professionally or within your family, there are a great many good ideas to consider in Personal Leadership. To learn more, McGough’s website is at leadershipmrm.com.

CABE-MEETING OFFERS:

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CABE MEMBER SUBSCRIPTION FEES: Initial Subscription – $3,000 Annual Maintenance – $1,500

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

“Leaders think and talk about the solutions. Followers think and talk about the problems.” – Brian Tracy

CABE Area Breakfast CABE Area 2/CREC February 20 • 8:00 AM State Capitol, Hartford

National School Counseling Week February 3-7, 2020

The Journal â€“ Connecticut Association of Boards of Education | January, 2020

CABE AREA BREAKFASTS

Sen. Haskell and Bethel Board of Education members Dan Nostin and Bill Foster share a laugh before the CABE Area 5 Breakfast begins.

The CABE Area Breakfasts provide the opportunity to discuss education issues of concern.

Michelle Embree Ku (Newtown) hosted the CABE Area 5 Legislative Breakfast on January 9 at Sandy Hook Elementary School, in Newtown.

The Journal â€“ Connecticut Association of Boards of Education | January, 2020

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The Journal – Connecticut Association of Boards of Education | January, 2020

THE POLICY CORNER Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

Policy Support for Social and Emotional Learning (SEL), Part I

Teaching and learning in schools have strong social, emotional and academic components. Developing a child’s social and emotional skills (SEL) is as important as building his or her academic skills. Emotions can facilitate or impede children’s academic engagement, work ethic, commitment and ultimate school success. Education Week reported an emerging recognition that schools and educators will be more successful if they consider students’ social and emotional development as they teach lessons and craft school policies. Strength in those areas translate to success, both in the classroom and in life according to SEL advocates. Every child must be a high school graduate, college and career ready. Explicitly promoting and teaching SEL skills in schools is one step on the path to student success. The ability to manage emotions, focus attention, respect for self and others, make responsible choices, and engage with communities prepares students for college, career and life success. When students and adults apply these skills, environments are created that keep students healthy, safe, supported, and encouraged in school every day.

What is Social and Emotional Learning?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has defined social and emotional learning (SEL) as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. This definition identifies SEL as a two-part process encompassing acquisition and application. Simply acquiring a skill is no guarantee that it will be used at the appropriate time and in the appropriate manner. Explicit teaching and continual rehearsal of these skills, across environments, allows students the opportunity to apply what they have

learned. In a comprehensive approach to SEL, the entire staff is involved in implementing, rehearsing, modeling, and providing feedback in order to create an environment needed for students to apply and generalize these skills. The primary goals of SEL programs is to foster the development of five inter-related sets of cognitive, affective, and behavioral competencies. CASEL has defined these competencies as self-awareness, self-management, social awareness, relationship skills and responsible decision making. These competencies, in turn, should provide a foundation for better adjustment and academic performance as reflected in more positive social behaviors, fewer conduct problems, less emotional distress, and improved academic results.

Importance of Social and Emotional Learning

SEL, when a part of the learning equation, helps children succeed in school and life. SEL skills can be a protective factor against risk-taking behavior such as drug and alcohol use and violence. These skills enable individuals to more successfully access educational opportunities and utilize academic skills and knowledge. In addition, the acquisition and application of SEL skills enables children to better manage their feelings, build healthy relationships and navigate environments. The National Commission’s Council of Distinguished Scientists, after two decades of research, agreed on the following consensus statements: • S ocial, emotional, and academic development matters • S ocial and emotional skills are malleable • S chools play a central role in social, emotional, and academic development •F ocusing on social and emotional development is worth it Therefore, helping students develop social and emotional competence is an essential part of preparation for successful adulthood. Research indicates that the acquisition and appli-

cation of these skills results in better academic and social outcomes. The positive climate resulting from adults and students demonstrating social and emotional competence can provide an engaging learning environment helping student success. Social and emotional learning occurs all the time, whether or not it is explicitly taught. Children can learn these skills by watching peers and adults in their families, schools and communities. The goal of SEL instruction is to be intentional in helping students acquire and apply these skills. Unfortunately, many students lack social-emotional competencies and become less connected to school as they progress through the school grades. This lack of connection negatively affects their academic performance, behavior and health. Therefore, schools have an important role to play in raising healthy children by fostering not only their cognitive development, but also their social and emotional development. However, schools have limited resources to address all these areas and continue to experience intense pressure to enhance academic performance.

A Persistent Misconception

SEL is not a discipline strategy or an intervention for students with behavioral challenges. It is a comprehensive approach involving three key elements: 1. Direct instruction on concepts like self-management and relationship skills through evidence-based programs. 2. Incorporation of those skills and strategies into classroom work in traditional subjects, like math and social studies. 3. Changing school and district strategies in areas like discipline and family engagement to better support children’s development in these areas.

Schools Need Support in Adapting Approaches to Meet the Needs of All Students SEL strategies must be culturally responsive and engage students from

a variety of backgrounds. Teaching students to solve problems and build stronger relationships inherently involves understanding and engaging their culture and schools need to be thoughtful in how it is done. Resources are needed to support students who have been affected by traumatic experiences such as parental divorce or exposure to violence. As schools put a greater focus on social-emotional learning for their students, experts have come to realize that teachers’ social-emotional competencies, especially their stress-management skills and their ability to regulate their emotions, must be considered. Principals also play a significant role in creating a healthy climate for their staff, which can contribute to better social-emotional instruction for students. A lack of clarity exists among educators about what practices constitute self-care and what practices are considered SEL. The need exists for resources to help school administrators launch SEL for staff and to put SEL strategies into classrooms.

Involvement of Technology

A growing presence of educational technology exists which is used to identify when students are feeling happy, bored, or engaged. This, part of a bigger effort to leverage technology, helps to measure, monitor and modify students’ emotions and mindsets. However, such tools can create concerns over privacy and surveillance. Researchers and companies alike are interested in using technology to promote and assess the development of emotions which have been tied to stronger learning outcomes. Measurement is a major challenge. Efforts to use technology to promote and measure SEL should be embedded in regular classroom learning activities, not in a separate lab setting. Attention must also be paid to how SEL technology tools are used with different populations of students. Editor’s Note: Part 2 of this article will appear in the March 2020 issue of the CABE Journal.

The Journal – Connecticut Association of Boards of Education | January, 2020

2019 Convention Participants Give It An “A” Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

The 2019 CABE/CAPSS Convention is now behind us and the 2020 Convention Committee will begin the planning process this month. The evaluations of the 2019 Convention indicate it was a huge success – 92 percent of respondents to the post-Convention survey said the Convention was “good” or “excellent”. While the number of surveys returned was not great, it was consistent with previous years’ returns. Thanks to all of you who participated in the Convention! It is your interaction and energy that make this event successful year after year. The Convention Committee did a great job selecting the General Session speakers. The feedback on their presentations was positive, particularly for our two morning speakers. One hundred percent of respondents said Derrick Gay, our Friday morning speaker, was “good” or “excellent” and 91% of respondents said George Couros, our Saturday morning speaker, was “good” or “excellent”. Equally positive was the

feedback on the breakout sessions – 92 percent of survey respondents found them to be “helpful” or “very helpful”. The Committee does its best to select the most timely, beneficial and well-constructed workshops from the proposals submitted. If you have an interest in presenting a workshop at the 2020 Convention, watch your mail in late February-early March for the Call for Proposal information.

Why not another location?

Eighty-one percent of survey respondents find the Convention location to be “good” or “excellent”. However, a number of people have asked why the Convention is not held in a more central location or at one of the casinos. Over the past several years, the Convention Committee has devoted much time to discussing these very questions. As reported in previous issues of the CABE Journal, CABE staff has investigated various options, some of which were easily ruled out in that they provide inadequate space to meet our needs. Some of the sites that fell

into this category include the Heritage Southbury, the Trumbull Marriott, the New Haven Omni, the Stamford Marriott, the Stamford Sheraton, the Sheraton Hartford South (formerly Rocky Hill Marriott) and the Hyatt Regency Greenwich. This left us with a very short list to further investigate. The properties on this list, simply based on having space large enough to accommodate our group, include the Connecticut Convention Center in Hartford, the Conference Center at Foxwoods, the Conference Center at Mohegan Sun and the Mystic Marriott Hotel. Upon inquiring about availability for the Convention dates in 2020, staff learned the following: • Th e Connecticut Convention Center is booked in 2020. • Th e Conference Center at Foxwoods is booked in 2020. •G iven the revenue generated and space used, the Conference Center at Mohegan Sun is not able to bid our Convention until approximately six months prior to the event. • Th e Mystic Marriott Hotel has our

dates available. The Committee would like the Convention to be more centrally located, but currently appropriate space is not available. However, in order to ensure we have space for the Convention, the Convention Committee approved going to contract with the Mystic Marriott for 2020. While location may be an issue for some, both CABE staff and the Mystic Marriott Hotel staff continue to find more creative ways to use the space available to us at the Marriott. Previous conversations have allowed us to better use the main ballroom and three of the breakout rooms associated with the main ballroom. Additionally, the CABE/CAPSS Convention Committee will continue to discuss this issue. While we did investigate availability at both Foxwoods and Mohegan Sun, there are those who are against moving the Convention to either of the casinos in the state. This is based on the belief that the public and the media would criticize using public See 2019 CONVENTION page 15

The Journal – Connecticut Association of Boards of Education | January, 2020

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 Facilitated roles and responsibilities workshop with the Bridgeport, East Windsor, Eastford, Hartford, New Hartford, Newtown, Norfolk, Region #4, Stratford, and Trumbull Boards of Education. z Provided roles and responsibilities workshop for Hartford Board of Education student representatives. z Responded to 21 requests for policy information from 11 districts and two newspapers, providing sample materials on 20 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 pertained to various bylaws for boards of education and student issues. z Provided Freedom of Information and Policy workshop for the Newtown Board of Education.

Jersey special education decision relevant to Trumbull Board’s pending second circuit case and CABE’s amicus brief. z Provided analysis of Connecticut law precedent relevant to Ansonia Board of Education’s pending action regarding right to fill board vacancies.

B y promoting public education:

u L imitations on public comment must be viewpoint neutral, including comments regarding staff or members of the board. u P ublic, members of the board, press may tape or video meetings.

z Attended the CAPSS Retired Superintendents committee meeting.

• Non-Sheff school districts school choice participation is voluntary and space dependent.

z Attended the CAPSS Board of Directors meeting.

• Board members may serve on two elected boards simultaneously.

B y providing services to meet member needs: z Completed an audit of the policy manual of the Kent Public Schools. z Auditing the policy manual of the Orange Public Schools. z Entered into an agreement to do an audit of the policy manual of the Region #15 Schools.

z Provided Freedom of Information and Legal Considerations for Boards of Education workshop for the Stratford Board of Education.

z Completed policy updates for East Hampton, Ellington, Gilbert School, New Fairfield, New Hartford, Newington, North Stonington, Putnam, Sterling and Windham as part of the Custom Update Service.

B y helping school boards to increase student achievement:

z Provided information in response to 101 legal and labor relations questions from 36 districts.

z Sent were three issues of “Policy Highlights” via e-mail listserve covering topics that affect student achievement. Included topics pertained to identification of gifted students, trauma –informed schooling, a look at the last decade in education, use of automated calling and text-messaging services, and training pertaining to sexual harassment.

town/city clerk as well as post in place of business.

z Facilitated Region #8 Board/ Facilities Committee and Town of Hebron discussion regarding committee roles and developing a process for oversight of capital projects. Topics discussed included: • Freedom of Information u C ommunication among more than two board members regarding board business can be a meeting under the Freedom of Information Act (FOIA).

B y attending Professional Development to strengthen staff knowledge and skills. z Attended Connecticut Association of School Personnel Administrators program on educator evaluations and effectively handling reports of educator misconduct. z Attended ConnPELRA municipal human resources association program on recent arbitrations and contract settlements. z Participated in NPELRA human resources professionals webinar about talking across differences.

B y representing Connecticut school boards on the state or national level: z Participated in meeting of northeast states school boards associations’ executive directors to discuss common issues. z Participated in meeting of the Campaign for Working Connecticut focused on college and career readiness. z Appeared on WFSB (Channel 3) on the issue of distance learning on snow days for our students.

z Prepared materials, as part of the Custom Policy Service for Danbury, Montville and Woodbridge.

u L ack of meeting notice and agenda in the town clerk’s office does not invalidate a board meeting when the board had notice and agenda available in board’s “place of business.”

z Participated in Connecticut State Department of Education (SDE) Focus Group on providing perspectives on streamlining operations and maximizing its ability to provide educational assistance and services to districts.

z Provided summary of recent New

u B est practice is to send notice to

z Met with SDE’s Chief Strategic

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

Planning Officer Keith Norton on college and career readiness. z Hosted and participated in meeting of the Coalition for Public Education (CABE, CAPSS, CAS, CEA, AFT-CT, CFSA (administrators’ union), CT PTA and SDE (ex officio)) on Commissioner Miguel Cardona’s goals and the upcoming Legislative Session. z Spoke with representatives of Communities in Schools on working with Connecticut school districts. z Attended ACES and EdAdvance Board meetings. z Hosted CABE Area 4 Legislative breakfast in Brooklyn and CABE Area 5 Legislative breakdast in Newtown. z Participated in Social and Emotional Learning Collaborative meeting. z Participanted in SDE meeting. z Participated in CT Bar Association Civics Education Committee meeting. z Participated in Commissioner’s Round Table for Family and Community Engagement. z Met with Judy Carson at SDE regarding the role of school governance councils in family and community engagement and CABE School Governance Council training and support to facilitate SDE’s engagement.

B y helping districts operate efficiently and conserve resources: z Mailed an edition of the “Policy Update Service” quarterly publication to subscribing districts. Included in the publication were materials pertaining to social and emotional learning, trauma-informed schools, GPS devices in schools and esports. z Provided contract analysis to four districts supporting negotiation of six non-certified contracts.

The Journal – Connecticut Association of Boards of Education | January, 2020

Communications 101: Advice for New School Board Members Glenn Cook

Contributing Editor, American School Board Journal

Being able to make a difference and feeling like you can solve problems are two of the most common reasons someone seeks a position on the school board. But it’s not something you can do alone. Understanding that point is easy from a practical standpoint. Majority rules, after all. But for some, accepting that your power is nil without that majority can be difficult to accept, especially if you feel like you’ve been elected with a “mandate” to make changes in how schools operate. “At all costs, avoid saying, ‘I’ll take care of it!’” says Ramona Miller, director of board development and technology for the North Carolina Schools Boards Association. “It’s important to become educated on the culture of your board and understand the norms and protocols of your governance team.” Consider this a Communications 101 lesson for new board members. It’s one that can’t be stated too often, given the turnover boards see each winter following an election cycle. For this month’s column, I solicited comments

from several trusted state association trainers and communicators who answered a simple question: “What is advice you would give to a new board member?” “Our message to new board members is this: You are not the person to solve everyone’s problems,” says Greg Abbott, director of communications for the Minnesota School Boards Association. “You are the person who needs to direct people to the district person who can solve their problem.”

Listen and Learn

For Barbara Bradley, who has worked in a variety of roles for the New York State School Boards Association (NYSSBA), new board members can’t underestimate the value of listening. Doing so with an open mind, she says, provides you with an opportunity to “learn what goes on in your schools and how others perceive your schools.” “That’s where the communications really begins,” says Bradley, NYSSBA’s deputy director of online communications and project learning. John Tramontana knows firsthand that this is true. In addition to his role as director of communications,

public relations, and marketing for the Michigan Association of School Boards, Tramontana has been on his local school board for four years. “When you first start, it’s like drinking from a firehose. There is so much information coming at you at once and your’re trying to figure it all out,” he says. “Communication is a two-way process, so you really need to listen as much, if not more, as you speak.” When confronted with a negative incident in the district, board members should determine whether the issue is related to governance (a board task) or operations (an administrative task) and respond appropriately, says Debbie Elmore of the South Carolina School Boards Association (SCSBA). “You do not want to leave the impression that you can ‘fix’ every problem that everyone may have,” says Elmore, SCSBA’s director of governmental relations and communications. “Individual board members speak for themselves. You are one person, one vote. Consider the impact your comments will have on the district and know who speaks for the board.” As new board members learn their roles, they should follow the chain of

command when it comes to questions about policy and operations, Tramontana says. Talk to the board president or superintendent first. New board members will soon learn more about roles and responsibilities so they know what’s appropriate and what’s not,” he says. “Until you have those figured out, talking to the board president and/or superintendent is the best approach.” Tramontana also suggests that you should not be afraid to ask questions, especially at the board table.

Part of the System

Last year, I wrote a column about dealing with rogue board members – those with an agenda that leads to distrust and dysfunction. While you may have been elected on a platform of not fitting in, taking the time to understand the issues and build trust with your fellow board members may alter your view and help you avoid that toxic brew. Here are some other tips: Take the time you need to understand and be well-informed on the issues you face. Respect the confidentiality of priviSee COMMUNICATIONS 101 page 15

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The Journal – Connecticut Association of Boards of Education | January, 2020

The Media Message by Ann Baldwin, President and CEO, Baldwin Media Marketing, LLC

Trending: Why Videos are the Future of Content Best and Worst Practices for District Staff It’s the start of a New Year and 2020 might be a good time to start thinking about how your district can include videos in its communications plan. Staying ahead of the game and up to speed with technology will help your school community and other stakeholders better understand what is going on in your schools. Whether it is highlighting a new initiative, spotlighting student success or perhaps personalizing a message from your Board Chair or Superintendent, video is a great communication tool that can increase your visibility. Video is the holy grail of digital marketing. According to a Cicso study, by 2022, 82 percent of online content will be video. The bottom line is videos are a big part of the future of communications and the good news is that it doesn’t have to be costly. Today’s cell phones can shoot video that is more than sufficient to use and with desktop editing software, like Adobe’s Premiere or Final Cut, you can accomplish a lot without a huge cost.

COMMUNICATIONS 101

(continued from page 14)

leged information. Finally, look for ways to create and develop what Heidi Vega calls “authentic relations” with your school community. “When people communicate about a school, what do they say? Most likely they are going to share their personal experience or an experience of someone else they know,” says Vega, communications director for the Arizona School Boards Association. “Think about the types of experiences and relationships your local school has with your community {and} ensure the experiences in your public schools are the best ones for students, families, and community members.” Miller agrees, noting the entire board should discuss “how to interact with staff and connect with the community” so “well-meaning new members can avoid precarious situations.” “I know of school boards where its members are expected to be in the schools helping in the carpool line or doing whatever is needed in the district,” Miller says. “There’s an

If you’re considering embracing video marketing to highlight your district, here are a few tips for district staff to keep in mind – and a few mistakes to avoid.

DOs: B est Practices for Video Marketing •K now your audience: The video you create must speak to a specific person or group of people. Know who you’re talking to in order to create effective messages that resonate with your intended audience. •H ave a purpose: Be simple, clear and concise. Always begin by asking yourself “why am I creating this video,” instead of “how should I create this video.” •T ell a story: Storytelling is one of the best ways to communicate a message in any medium. •K eep it moving: Edits, edits, edits! Graphics, music and quick cuts are all ways to help your video catch people’s attention. Create something worth watching

otherwise your audience will grow bored. Often, the shorter the better. Leave them wanting more! (1-2 minutes maximum length)

require large production budgets. Shoot as much as you can in one day, that way you’ll have plenty to work with.

•K eep it simple: Too much information at once can leave an audience confused or annoyed. Stay simple, while keeping the video fun and informative.

• I f it feels too long, it probably is: Don’t make your audience angry. Keep it short and sweet!

•S upervision and sign off: Of course you always want to make sure there is someone in charge of approving content, both during the process and before it is posted. The LAST thing you want to see happen is for something inappropriate to go viral.

DON’Ts: W orst Practices for Video Marketing

•N ever underestimate the value of pre-production planning: This is arguably the most important step of the process. The tighter the plan, the better your shoot, footage and end product will be. •D on’t make budget assumptions: Some of the best videos don’t

•A boring talking head: Avoid a static shot of a talking head. •N ot enough B-Roll: Get plenty of footage to showcase who you are and what you’re offering. •P oor sound quality: Invest in a microphone, whether it is a lavalier mic for a video camera or a very affordable microphone you can plug into your cell phone to give you nice clean audio. Make sure your message is clean and crisp. If your district doesn’t have one already, it may want to consider a district YouTube channel, as a place people can go to see your videos. After all of this, who knows? Maybe your video will go viral for all the right reasons!

understanding about expectations that allows all of the staff and parents to be comfortable with casual conversations with those board members.” Abbott suggests asking the superintendent for a monthly report on what he calls “the positives.” Having that information in hand will help you when community members or staff ask questions about the schools. “Become part of the system,” Abbott says. “Use three items as your ele-

vator speech when you’re approached by a member of the public about how the schools are doing. Knowing three positives in your district and being able to concisely talk about them build trust in your district – especially in the age of social media.” Finally, Tramontana notes, new board members should become involved with their state association as soon as possible. “They have resources, from learn-

ing opportunities and conferences to publications to networking, that can really help new board members become effective at the board table,” he says. Sound advice indeed.

2019 CONVENTION

While at times crowded, we are the only group in the Mystic Marriott and “take over” all the meeting space during our Convention. This allows us the opportunity to meet and greet one another during the course of the Convention. If we were in a larger facility or shared space with another group, this opportunity would be greatly diminished. We all recognize that the current space is not perfect, but it provides the best possible solution to a good problem – so many attendees at our Convention. Keep your feedback coming - it

enables us to continually tweak the Convention in order to best meet the needs of the CABE and CAPSS memberships. Be sure to mark your calendar for the 2020 Convention – November 2021. We hope to see you then!

(continued from page 12)

funds to hold a Convention in a casino area and the negative perception of public officials at a gaming facility, albeit the meeting space. In a time when every dollar spent is scrutinized more than ever, we especially want to protect our elected members from unnecessary criticism. In the past, the Committee has discussed moving the Convention outof-state, but felt this would be inappropriate for two statewide Connecticut associations.

Editor’s Note: This article first appeared in the February 2019 American School Board Journal.

REMINDER:

CABE Day on the Hill Wednesday, March 11, 2020 • 8:30 a.m. The Bushnell • Hartford Watch your email and mail for registration information.

The Journal – Connecticut Association of Boards of Education | January, 2020

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