Issuu

B C

www.cabe.org

Vol. 24, No. 1

January, 2020

The Governance Core

The Need for African American and Latino Studies in Connecticut’s Schools

— Book Review — Patrice McCarthy

Deputy Director & General Counsel, CABE

Stephen Armstrong

Social Studies Consultant, Connecticut State Department of Education

See STUDIES page 2

Happy New Year!

Definitions of Equity Drive School Board Actions Robert Rader

Executive Director, CABE

In the last few years, there has been much discussion in education and business circles about equity, diversity and inclusion. Discussions of these issues have led school boards and companies (both for-profit and nonprofit) to define “equity.” Much discussion (including the image on page 4) have been used to describe how equality and equity differ. At the Friday morning CABE/ CAPSS Convention keynote speaker Dr. Derrick Gay challenged us to “reframe” diversity, to be more inclusive. As I was wondering about how this might make it helpful to change the name of CABE’s Ad Hoc Committee on Diversity (Dr. Gay suggested “Diversity and Inclusion”), the November 13, 2019 issue of Education Week published a number of definitions of “equity”. As equity has become such an important part of educational discussions, I thought it might be helpful to see the definitions of some of the organizations that are closest to boards of education in Connecticut

CABE’s Ad Hoc Committee on Diversity: “…access to resources, opportunities and processes that unleash potential and enhance success and prosperity for every child. Equity is NOT sameness. Equity recognizes and responds to the gifts and needs in each individual in each community.” National School Boards Association: Educational equity is the intentional allocation of resources, instruction, and opportunities according to need, requiring that discriminatory practices, prejudices, and beliefs be identified and eradicated.” See DEFINITIONS OF EQUITY page 4

inside

The legislation passed last spring to ensure that African American and Latino Studies is taught in Connecticut schools is a very positive development for education in our state. In my position as Social Studies consultant for the Connecticut Department of Education, I talk to teachers and students on a regular basis. Many African American and Latino students are frustrated when they feel that “their story” is largely left out of United States history courses. At this same time a number of Social Studies teachers would like to teach more about these subjects but lack either the content knowledge or curricular materials to do so effectively. I am certain that the new legislation will help address these issues. The legislation that was passed last spring states that beginning in the 2021-2022 all school districts must include the teaching of African American and Latino Studies in their Social Studies curriculum. Schools and districts do not necessarily have to create new courses: they can imbed the teaching of these subjects into already existing United States and other history courses. By embedding these subjects into existing curriculum, teachers will be able to effectively show how African American and Latinx history fits into the larger story of American history. At the beginning of the 2022 school year, all Connecticut high schools will be required to offer a one credit elective course on African American/Latinx history. This course must be offered as a Social Studies

Throughout my years of working with school boards and superintendents, I have seen the critical importance of a strong governance team to support educational improvement. In their recent book, The Governance Core, Davis Campbell, former executive director of the California School Boards Association, and Michael Fullan, international expert on education system change, address the essential elements of effective governance. The book provides a blueprint for developing and maintaining the school board superintendent governance team. In the introduction, the authors immediately identify the elements of an effective governance team: “It is essential that superintendents working with their board understand how to support the board to be strategic and to focus on the entire system. In other words, the superintendent must see the work of the board as essential to the success of the district. Similarly, it is equally critical for the board to have confidence in the expertise of the superintendent.” Boards that take the time and effort to create a cohesive, unified team with a shared moral imperative that drives their vision will create a long-term commitment to quality and continuous improvement.

Entering the New Decade… with Optimism

New Board Member/ Leadership Conference, December 10

See GOVERNANCE CORE page 4

A Conversation with Caroll Spinney

Go Ahead – Ask a Question

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

Stay in Your Lane!

Donald Harris President, CABE

As I start my new role as CABE’s President, I’m mindful that many of you reading this are also new to your role as a board of education member. There are many things to learn about the job, some of which would make your life, and those of your fellow board members and your administrators, easier if only you were aware of them. There are numerous opportunities for you to learn the role, many provided by CABE to support you in your governance role. I encourage you to take advantage of as much professional development as you can, whether it is to attend CABE workshops, get involved in CABE activities (such as government relations or one of our subcommittees) or request that CABE provide a staff member to offer in-district training for your whole board. Understanding your role is critical to being able to maximize your value to the children whose future is in your hands. In the eight years that I have served as a board of education member (and board chair) I’ve held on to one belief that I pass on to board of education members wherever I meet them. I believe this simple statement has the ability to transform board members and allow them to be highly effective in governing school districts. That statement is “Stay in your lane!” Laws specifying board of education responsibilities are not always clear and local customs sometimes have boards of education performing

STUDIES

(continued from page 1)

course. SERC, the State Education Resource Center, will be creating the course that all school districts must use. SERC is determined to receive stakeholder feedback before and during the writing of the African Studies/Latino Studies curriculum. In addition the Connecticut Department of Education is in the process of hiring a consultant who will assist in the writing of this document. The creation of such a course is critical. The majority of Connecticut high schools do not have specialists in African American and Latinx history to teach a course of this nature. The curriculum writers will need to

tasks that are not necessarily in the scope of the board’s responsibility. This micromanagement eats up time and deflects the board’s attention from the most important work – work that only the board can do. The board has the power to establish a clear vision, whether you call them a strategic plan, goals or articulating your expectations in your policies. The board sets the expectation and should depend on the chief executive officer of the board, the superintendent of schools, to implement that vision. The superintendent, depends on his or her administrators and staff to see the vision through. District administrators are required to attain expertise through lifelong education. They generally hold advanced degrees in education and are required to hold certification. This certification does not come easily. Rigorous training allow them to have a good understanding about how to provide children the education they need. The board should step back and let them do their jobs. So, the board must articulate clearly the expectations of the district and require periodic reports back to show them how the district is meeting the challenges. The board also has to ensure that the professional educators in the district receive the resources they need to be successful. This is all part of what boards should do. Ultimately, the board determines how effective the district is being run through the superintendent evaluation, which should include performance towards goals and student achievement. provide teachers with as much curricular and material support as possible at they proceed. The curriculum will analyze the contributions of African Americans and Latinos to the history of the United States and Connecticut. Students will learn about important African Americans and Latinos in American history and in our state. The curriculum will outline the successes and struggles of African Americans and Latinos in our history. Students will be able to study the political, social and cultural impact of African Americans and Latinos on life and society in the United States as well as locally. Most importantly, the roles of Latinos and African Americans in American society today will be explored in depth. The fact that this will

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 The difficultly is that sometimes board members want to get further into the weeds and attempt to direct the administration on what to do and how to do it. This often has detrimental effects. This is where my encouragement to “stay in your lane” comes in. Boards that focus on the appropriate work of the board can help drive successful improvement in student achievement. Boards that unduly interfere with the operations of the district can disrupt the work of the district. Even if your daytime job was of a school administrator (I served in a variety of school administrator roles over the years) it is not your job as a school board member to second guess the day-to-day work of your district leadership. Staying in your lane – the board of education lane – allows your superintendent and administration to stay in their lanes and focus and prioritize the work that needs to be done. Either part of the equation, board or administration, cannot do the job alone. It is when both groups work together and do the work that is appropriate for that part of the team (staying in their own lane) that everything works the way it should. be a year long one credit course will allow teachers and students to be able to explore these topics in depth. This curriculum will also mirror the goals and approaches of the Connecticut Social Studies Framework document. This is a very important step in Social Studies education in Connecticut. Students in all Connecticut school districts will be positively impacted by the addition of this course. SERC will be providing information to school districts throughout the process of writing this curriculum. This course will allow students and teachers the opportunity to explore a more inclusive and more accurate view of the American historical experience.

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 Co-Director, Vernon Michael Purcaro | Area 3 Co-Director, Ellington Joan Trivella | Area 4 Director, Brooklyn Mic helle Embree Ku | A rea 5 Co-Director, Newtown Frances Walton | Area 5 Co-Director, Ridgefield Karen Kleine | Area 6 Co-Director, Westport Loretta Chory | Area 6 Co-Director, Trumbull George Kurtyka | Area 7 Director, Derby Lon Seidman | Area 8 Director, Essex Sean Nugent | Area 9 Director, Preston ASSOCIATES Julie Ausere | Associate, Canton Eileen Baker | Associate, Old Saybrook Ethel Grant | Associate, Naugatuck John Prins | Associate, Branford Robert Trefry | A ssociate, CT Technical High School System Elaine Whitney | Associate, Westport COMMITTEE CHAIRS Leonard Lockhart | Chair, Resolutions, Windsor Becky Tyrrell | Chair, Federal Relations, Plainville Michelle Embree Ku | Chair, State Relations, Newtown CITY REPRESENTATIVES Darnell Goldson | City Representative, New Haven Betsy Allyn | C ity 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 HIGH HONORS

Pullman & Comley Shipman & Goodwin HONOR ROLL Anthem Blue Cross and Blue Shield Arthur J. Gallagher & Company Corporate Cost Control ESS JCJ Architecture Milliman, Inc. Milone & MacBroom, Inc. SCHOLAR Albert Risk Management Consultants 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 The College Board 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 EASTCONN EdAdvance Girls Scouts of Connecticut ISSAC LEARN Unified School District #1

EXECUTIVE DIRECTOR COMMENTARY

Entering the New Decade… with Optimism Robert Rader

Executive Director, CABE

As we enter the new decade, what can we expect? Are you prepared for the next 10 years? Do you expect another “roaring twenties” or will the decade be more lamb-like and less like a lion? No matter how great the new decade may be, I promise that I will not be doing the 1920s dance, the “Charleston”! Many will be grateful! As I started this commentary, I reflected on the many changes over the years for our education system. Public education has an amazing history. If you had the opportunity to see the poster boards we borrowed from SERC (thank you, SERC!) at the New Board Member/Leadership Conference, you would have seen how our education system slowly evolved with great changes over time. As you could see, our system eventually opened up opportunities to all children. Starting from when the Massachusetts Bay Colony decreed that any town of at least 50 families have an elementary school, our educational history has illuminated the great changes that have taken place in our nation. Examples abound: after the Civil War, new state constitutions in the South guaranteed free public education (as the poster says, “In practice, white children benefit more than black children”) to states ensuring that public education is open to all citizens to the landmark U.S. Supreme Court decision in Brown v Board of Education to the passage of the Elementary and Secondary Education Act (with its commitment to helping students in poverty) to the Education for All Handicapped Children Act (now IDEA), opening doors and ensuring that children with disabilities get an “appropriate free public education”. While I am concerned that some children, particularly those in the LGBTQ community have had progress stopped or even reversed (see December’s commentary entitled, “Are We Moving Backwards?”), I believe that in the long run, all of our students will be treated with the respect they deserve and the support they need in order to succeed. We know that all students do not get the opportunities and help they

need to succeed. While what is “equitable” (see article, page 1) is sometimes hard to define, there is no question but, that our students living in poverty do not get the chances or the resources they need to survive. And, neither do other children. However, I believe, as Dr. Martin Luther King, Jr., stated, “the arc of the moral universe is long, but it bends toward justice.” I believe that with ever-increasing effort, all children will get the education they need to be successful in the future. Maybe I’m too much of an optimist. However, in order to do the work, whether in education or social justice, optimism, commitment, effort and perseverance are required. One reason I’m optimistic is that I spent December 10th, along with members of the CABE Board of Directors, new and experienced board members, superintendents and the CABE Staff at the Conference for New Board Members and Leadership. I saw and heard new and experienced school board members and superintendents, too, speaking about why they got into education. I am always gratified when so many of them speak about helping children, giving back to their communities, making the world a better place and building their legacies as their primary reasons for getting involved with public education.

The Energy

That power, that energy touches me. That intense flame within our leadership teams to do right by all our children is what will enable us to succeed. Listening to board members of all different political persuasions in our towns and cities across the State fills me with hope. The last few years have been difficult as we try to dig out of the Great Recession with its strains on budgets, at the State and local levels. Young families, often with young children in our schools, have had to juggle family and career, often having one or both parents work more than one job to get ahead — or just stay even. I hope I am right in beginning to feel that we are finally digging out. As you might say, this is just another group of board members and they will become jaded after a couple

of years in office. The system, budgets, difficulties in their communities take their toll, but part of our job at CABE is to keep the flame alive by providing services, activities, programs and other support that will help board members succeed. CABE has a Board of Directors that is peering into the next five years and determining how we can be of greater assistance to our members. They are developing a strategic plan, starting a communications initiative that will strengthen the image of school boards and are continuing CABE’s work on diversity and inclusion. They are board members who serve voluntarily and without thought of any benefit because they believe in public education. They are willing to address difficult issues, not because it will be good for themselves, but for the same reason that they joined their school board in the first place: to help children and our communities. They give of themselves even though these times are tough politically, socially and, for many, economically. They see better times ahead, too. Yes, I am optimistic about the future. I hope the flame to strengthen public education, your district, the State and the country burns within you as it does me. Only by using that power to help all students in our communities will we succeed. We must remember, however, as someone told me about learning about implicit bias, the work is difficult, it never ends and must start with each of us individually. Progress is made in short strides. It may feel like one step forward and two back at times. But, having seen new board members who will soon grow in experience, I have no doubt but we will continue to make progress for the benefit of all of our children.

4 GOVERNANCE CORE

(continued from page 1)

Examples of a commitment to shared fundamental actions include: • All children will achieve; we will not allow an achievement gap in our district • All children will have quality teachers • All children will be in a safe, healthy learning environment The important role superintendents play in enabling an effective board is emphasized throughout the book. “Highly successful superintendents understand and act in a way that reinforces their recognition of governance as both a necessity and asset to district-wide coherence.” Superintendents should allocate significant time and attention to board affairs, and make a strong commitment to board capacity building. Successful superintendents “see governance as an integral and an essential part of the work of the district.” The authors acknowledge that for boards to be part of the coherence of the district and to support district programs, superintendents must provide high quality information. The authors emphasize that it is

DEFINITIONS OF EQUITY(continued from page 1) Connecticut State Board of Education, from the Preface to its Five-Year Comprehensive Plan: Where equity is the process, equality is the result. All our children, regardless of their life circumstances, deserve an excellent education that helps them reach high standards of performance. The key to unlocking that potential in every child is ensuring that he or she is embraced in a culture of high expectations and learns from great teachers in a great school run by great leaders. Connecticut Commissioner of Education Miguel Cardona: “Equity means a sense of belonging, connectedness, and high achievement outcomes for all students, regardless of their backgrounds.” Connecticut Association of Public School Superintendents’ Equity Stance: CAPSS is committed to the success of each and every Connecticut child. We believe it is our responsibility to support school district leaders, remove systemic barriers, and ensure that achievement and growth are not predicted by gender, gender identity, sexual orientation, race, class or disability.

The Journal – Connecticut Association of Boards of Education | January, 2020 important to have a unified board, which does not mean a uniform board. A unified board is made up of individuals with different beliefs, styles, and personalities working together in a collaborative, cooperative fashion with a shared moral imperative towards a common goal. The board’s unity of purpose is the threshold for effective governance. The dominant characteristic of most dysfunctional governing boards is the inability to find common ground. At the core of this lack of coherence is a lack of understanding and agreement about the nature and purpose of the district. What a person does when he or she is on the losing end of the vote is the reflection of the degree of unity in the board. Once a vote is taken the unified board moves forward to the next issue, leaving behind any discord or hurt feelings. “Effective governance requires that adults, on behalf of the children they serve, find avenues of agreement, so that they can govern the district in an effective manner.” They suggest several processes to help boards to develop governance infrastructure: • Board adopted governance principles

• Norms • Protocols Fullan and Campbell recommend boards ask “Is our board behavior a model for how the children in our district should behave now and in the future?” “Nothing undermines confidence of governance more than when adults exhibit behaviors in public which they will never condone in private or even on a playground.” CABE emphasized the importance of civility as a key element of a positive school climate and culture by adopting the following resolution, which was subsequently adopted by the National School Boards Association: “CABE urges public officials at all levels of government to model civil discourse in their deliberations, allowing for the thoughtful, beneficial productive exchange of ideas and perspectives. CABE urges school boards to provide opportunities for students to develop their skills in conflict resolution and consensus building, and for school board members to model these skills in their own conduct.” A lack of civility interferes with the ability of public officials to fulfill their leadership roles, and with a

student’s ability to learn. Fullan and Campbell emphasize the importance of professional development to support growth and development for administration, instruction and governance. Too often we see boards cut this item from the budget without recognizing that an effective board benefits the education of all students. Donald McAdams, an expert on urban education governance, Fullan and Campbell all recognize that school board governance is a fundamental part of the American educational system. “Only boards, because of the democratic power they derive from the people, because of their close links with the people, and because of their stability, can provide the leadership required to redesign and sustain over decades school districts that provide equity and the results for all children. That most have chosen not to do so is not an argument for stripping them of their power. Rather it is an argument for showing them how to exercise their power.” (McAdams, What School Boards Can Do (2005), p. 11). We have all heard that a strong core is important – and that certainly applies to education governance.

CABE urges all districts: 1. to affirm that all children can learn and accept the challenge to educate each child to his/her fullest potential; 2. to enter into interdistrict partnerships which create integrated educational excellence and promote social, cultural, ethnic and racial exchange and interaction among diverse groups; 3. to continue their efforts to increase the recruitment of qualified individuals who reflect this state’s diversity to the teaching profession and administration; 4. to make parents as well as the greater

community full partners in the education of all children; and 5. to recognize their critical role in creating policies, providing training, and maintaining oversight to ensure that students have equal educational opportunities and are treated equitably as provided by the laws of the State of Connecticut, regardless of gender, race, color, creed, religion, alienage, sexual orientation, gender identity or gender expression. This and other images on equity can be found at shorturl.at/bJMW2.

American Association of Superintendents: “Equity For All Children AASA promotes equity and excellence for students, educators and administrators by implementing continuous improvement and research-supported best practices. AASA advocates for policies that address the unique needs of persistently underserved children.” Middle school principal in a suburban Connecticut District, as quoted in Education Week, November 13, 2019: “Equality is giving everyone a pair of shoes. Equity is giving everyone a pair of shows that fits their feet. Equitable school spending is dependent on the individual needs of local schools.” State Educational Resources Director (SERC) Chair and former Interim Commissioner of Education George Coleman: My working definition is: Achieving the same or similar results. Examining your district’s programs, activities and services through the lenses of equity, diversity and inclusion is critical to ensuring that all students receive the education they need. Here is CABE’s Position Statement in this area:

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

See You in Court – The Nutmeg Board of Education

Curriculum – Who Does What and How? 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 Nutmeg Board of Education provides for public comment at the beginning of its regular meetings. The Board permits members of the public to address the Board for three minutes or less, but the Board members try not to get involved in a back-and-forth with the speaker. Last month’s meeting, however, was an exception. Patty Parent addressed the Board that night, complaining that the high school principal had violated her rights by rejecting her request of excusal for her daughter. Specifically, she asked that her daughter be excused from the required reading in sophomore English, which includes a number of books that Patty described as vulgar and hostile to religion. Some of the Board members are not fans of the high school principal, and Patty’s complaints piqued their curiosity. Veteran Board member Bob Bombast started the discussion, expressing sympathy for Patty and asking rhetorically why in God’s name wouldn’t the principal honor her wishes. Board member Mal Content joined in, stating flat out that the principal should have been more sensitive to Patty’s legitimate concerns as a parent. At this point, Mr. Superintendent piped up, telling the Board that he would meet with the high school principal and that they would reconsider Patty Parent’s request. But the Board members wanted action now, and on Bob’s motion, the Nutmeg Board of Education promptly voted to grant Patty Parent’s request that her daughter be excused from books in the curriculum that she finds “offensive.” After the Board voted to grant Patty’s request, Bob raised a larger question. “I think that the Board should review all of the books being used in our courses at Nutmeg Memorial High School. Excusing Patty’s daughter from having to read these books does nothing for the other families. I move that we establish a curriculum review committee to review all the books being used in the high school and get rid of those with vulgar and other inappropriate content.” Board member Penny Pincher expressed concern that such a review would be a lot of work, but other Board members said that they would gladly serve on such a committee, and Bob’s motion passed on a 5-0 vote. Despite her reservations, Ms. Chairperson then appointed Bob Bombast,

Mal Content and Red Cent to serve on this curriculum review committee. The new committee promptly got to work, and the committee members were shocked to find vulgarity in some of the books students read in AP English. At the Board meeting last evening, Bob Bombast reported that action is imperative, and he brought forward a proposal on behalf of the Curriculum Review Committee to remove three books from the AP English curriculum and to place four others on reserve so that students can take such books out of the library only with written parent permission. Will there be problems in Nutmeg if the Board bans these books? • • • • • • • • • • • • • • • Such action by the Board raises serious questions under both state law and the United States Constitution. Moreover, the Nutmeg Board of Education is confused about the standards that apply in granting excusal from the curriculum. Taking the second point first, under Connecticut law parents can require that their children be excused from instruction in five specific areas: • AIDS instruction; •F amily life instruction (sex education); • Animal dissection; • Gun safety instruction; • S exual abuse and assault awareness instruction. As to these subjects, a parent simply needs to make a request in writing, and school officials must excuse the children from those areas of the curriculum. As to other requests for excusal, the situation is very different, and school officials can consider, but need not grant, excusal in other areas of the curriculum. The leading case in Connecticut on this issue is Leebaert v. Harrington, 332 F.3d 134 (2d Cir. 2003). There, a parent in Fairfield asked that his son be excused from health education, and his son stopped going to health class when school officials refused that request. When the student then received a failing grade for not attending, his father sued in federal court, claiming a violation of his First Amendment right of free exercise and of his Fourteenth Amendment right to due process. The U. S. Second Circuit Court of Apeals with jurisdiction over Connecticut, however, ruled that the school district could require that the student participate in the health curriculum because it was reasonably related to legitimate educational objectives. The key holding here is that parents do not have the right to require that the curriculum be modified simply because the content of the curriculum conflicts with their views, religious or otherwise. Rather,

if they wish, they may educate their children through private school or home instruction. By contrast, schools must make reasonable accommodation to religious obligations when the activities in question would cause a student to violate the tenets of his or her religion, such as participating in dancing or in dressing “immodestly” for physical education class. As to the role of boards of education in curriculum matters more generally, the applicable statutes raise more questions than answers. Conn. Gen. Stat. § 10-220(e) provides that “Each local and regional board of education shall establish a school district curriculum committee. The committee shall recommend, develop, review and approve all curriculum for the local or regional school district.” One may reasonably ask how the same committee both recommends and approves curriculum, but the courts have never interpreted this statute. Given the need for professional expertise in curricular matters, however, it is advisable for boards of education to delegate such responsibility to a committee of district educators, either completely or to reserve to the board only the final authority to approve curriculum. A related statute raises questions

as well. Conn. Gen. Stat. § 10-229 provides: “No board of education shall change any textbooks used in the public schools except by a two-thirds vote of all the members of the board, notice of such intended change having been previously given at a meeting of such board held at least one week previous to the vote upon such change.” Given the need to update textbooks periodically, one may infer that this statute is applicable only when a board of education is acting out of the normal course, but the courts have never interpreted this statute either, and it should be clarified or repealed. In sum, the Nutmeg Board of Education should leave such issues to educators, and it should not have granted Patty Parent’s request. Moreover, the Board violated the Freedom of Information Act when it got involved in the first instance. Patty raised her concern during public comment, but there was no related item on the Board agenda at that time that would have permitted it to take action. 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

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 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.

Education is a core focus of our law firm.

Facebook “f ” Logo

CMYK / .eps

Facebook “f ” Logo

CMYK / .eps

www.ctschoollaw.com

Contact: Thomas B. Mooney or Linda L. Yoder | 860.251.5000 | www.shipmangoodwin.com GREENWICH

HARTFORD

LAKEVILLE

NEW HAVEN

NEW YORK

OLD LYME

STAMFORD

WASHINGTON DC

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

Why Professional Development? Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

Today’s economy makes it is increasingly challenging to “justify” professional development expenses to communities. However, with the rapidly evolving landscape of education, it is even more important than ever to take advantage of these learning opportunities. Why is board member professional development so critical? • Board members play a critical role in setting the vision, goals and direction of the school district. Board members need to keep up-to-date on issues and trends affecting public education. • Many board members join their boards with little understanding of their roles and responsibilities and need to better sharpen their knowledge in this area. • It’s critical to bring all board members to the same level of knowledge about the district, educational trends, legal concerns, budgetary matters and

other issues, which are becoming more complex. • It takes hard, collaborative work to build the most effective board possible. • It’s critical to learn the skills involved in working with others to be the most effective board member possible. As a board member, it is your own professional development that will provide you with what you need to do your part to provide high quality education for all children in your district. You are encouraged to take advantage of the Board Member Academy Programs that CABE will offer during the remainder of the 2019-2020 year. CABE staff also provides workshops for individual boards to meet their specific needs. Workshop topics include, but are not limited to, roles and responsibilities, goal setting, self evaluation, and Freedom of Information Act. We even provide legislative updates to individual boards! While participating in professional development adds another layer of commitment to your schedule, it

will help you be the most effective board member you can be. Make a commitment to yourself, your board, and the children in your district to

take advantage of the professional development opportunities offered by your Association!

How to Use Social Media to Support Your School District 1. Share factual information. 2. Retweet/share posts made by their school district. 3. Post on Facebook or Twitter and text people to share/retweet. 4. Use the “Mom Test” for anything you post or tweet. Is it something you would want your Mom to read? If not, don’t post or tweet it. 5. Above all else, as with email, be aware of creating a ‘meeting’ by replying all.

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

CABE New Board Member/Leadership Conference, December 10, 2019

Connecticut State Department of Education Chief Performance Officer, Ajit Gopalakrishnan, presented on what board members need to know about the Next Generation Accountability System.

CABE Sr. Staff Associate for Field Service and Coordinator of Technology Nick Caruso wrapped up the conference with CABE Sr. Staff Associate for Policy Serhis presentation on eight common mistakes board members make and strategies vices Vin Mustaro presented a session on the school board’s policy role. to be effective.

CABE President Donald Harris (Bloomfield) welcomed participants.

Capital Workforce Partnership President and CEO Alex Johnson and ReadyCT Executive Director Shannon Marimon provided a Approximately 150 newly elected board of education members and session on career and college readiness which was moderated by more experienced board members participated in the Conference. CABE Executive Director Robert Rader.

Massachusetts Association of School Committees (MASC) Executive Director Glenn Koocher and CABE Executive Director Robert Rader presented on outlier behaviors.

CABE Deputy Director and General Counsel Patrice McCarthy, CABE Sr. Staff Associate for Government Relations Sheila McK- CABE Deputy Director and General Counsel Patrice McCarthy ay, and CABE Sr. Staff Attorney Rebecca Adams Rieder present- and CABE Sr. Staff Associate for Government Relations Sheila ed on statutory requirements, legal issues and advocacy. McKay spoke about the advocacy role of boards of education.

Commissioner Miguel Cardona addressed participants on not losing sight of the “WHY” of why they serve.

Panelists Liz Brown (Waterbury), Verna Ruffin (Waterbury), Craig Cooke (Windsor), Leonard Lockhart (Windsor), Sean Nugent (Preston), and Roy Seitsinger (Preston), talked about the CABE Sr. Staff Associate for Field Service and Coordinator of Technology Nick roles and responsibilities of board members and superintendents in a session moderated by Caruso and CABE Sr. Staff Attorney Rebecca Adams Rieder presented on effective CABE Executive Director Robert Rader. meetings.

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

Three Questions Board Members Should Ask About Social Media Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

In Embracing Social Media: A Practical Guide to Manage Risk and Leverage Opportunity by Kristin Magette, APR, Director of Communications for Eudora Schools in Eudora, Kansas, a strong case is made for school districts using social media. Below are some thoughts from Magette’s book that are relevant to school board members, There are a number of benefits to school districts using social media. Benefits are to better:

•C ommunicate with parents and patrons •E ngage with parents • S upport employees •P rotect your district’s reputation If there are benefits to a school district using social media, why are people afraid of using social media? Often the answer is that “angry people will make us look bad”. Well, the reality is that people are probably already posting inaccurate information about your school district on social media. By not using social media, your school district is not a part of the conversation. The district is allowing the con-

versation to “flourish unchecked and without your (the district) consistent, informed, and calming voice”. Use social media to engage in a two-way conversation that finds solutions and shares accurate information. So what can the board do when presented with social media plans and/ or policies? Ask questions. Three questions board members should ask about district social media planning and use: •H ow does this create more opportunities for students? •H ow are we keeping our students, staff, and district free from harm online?

Current Vacancies: EAST GRANBY

STATE BOE MEETINGS OF INTEREST January 8

State Board of Education • 9:30 am State Department of Education 450 Columbus Boulevard, Hartford

January 14

EdTPA Working Group (Teacher Performance Assessment) 3:00 pm • Legislative Office Building, Room 1D, Hartford

January 15

EdTPA Working Group (Teacher Performance Assessment) 3:00 pm • Legislative Office Building, Room 1D, Hartford

January 16

Task Force to Analyze the Implementation of Laws Governing Dyslexia Instruction and Training Meeting 10:00 am • Legislative Office Building, Room 1E

January 21

EdTPA Working Group (Teacher Performance Assessment) 3:00 pm • Legislative Office Building, Room 1D, Hartford

*Meetings and Public Hearings subject to change.

•H ow will this build trust between district officials, families, and community members? Magette closes her book with “Ultimately the power of social media in education is much less about how it is used – and much more about the fact that it is used. The specific uses of social media will look different as the tools we know today change, and new ones emerge. But what is certain to remain constant is the fact that these tools will enable educators and leaders to embrace the digital world and use it to ever improve our efforts to teach, communicate, and grow.”

Superintendent

WOODBRIDGE Principal (PK-8)

MARY BRODERICK, ED.D SENIOR CONSULTANT

CANTERBURY

Superintendent

For more information contact

CABE Search Services

81 Wolcott Hill Road, Wethersfield, CT 06109

860-608-1763

Equal Opportunity Employer

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

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.

www.berchemmoses.com Milford

75 Broad Street Milford, CT 06460 Phone: 203-783-1200

Westport

1221 Post Road East Westport, CT 06880 Phone: 203-227-9545

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

THE POLICY CORNER Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

Superintendent Communications with Board: Policy Direction

Two basic responsibilities of the superintendent are to serve as principal advisor to the board of education on all matters having to do with the district, and education in general, and to serve as the executive administrator of the district, charged with the responsibility of seeing that the policies and directives of the board of education are implemented. The board serves as a representative of the community in providing direction for district programs and ensuring that the school system operates efficiently and effectively. In fulfilling this responsibility, the board concerns itself primarily with adopting policy, planning school services and evaluating the quality and effectiveness of district services. The board should expect much from the superintendent. Likewise, a superintendent has a right to expect much from his/her board. Each should have a clear understanding of the expectations of the other. Communication is key among the board and its superintendent and essential to a successful relationship and district success. Communication is increasingly regarded as a critical skill set for superintendents. Among successful superintendents, communication skills rank second in importance only to leadership and vision. The superintendent is the ultimate communicator for the school system. How that role is managed determines the success or failure of the district and the superintendent’s tenure as leader. The communication role in each leadership assignment must be tailored to fit the person, the district, the community, the current state of district affairs and meet legal guidelines and possible restrictions. Further, the ever-changing educational and political landscape impacts communication strategies. An area of communications between the superintendent and the board that causes some difficulty pertains to communications regarding district personnel matters. This is not a simple, clear-cut matter with easy

answers. Extreme and problematic behavior on the parts of students and staff is something about which the board of education must be kept aware, especially when the behavior is likely to soon receive press or television coverage. In such situations, the superintendent usually contacts the board chairperson initially, followed by contacting the other board members. Board notification by the superintendent can be considered a matter of degree. Personnel questions fall along a continuum of whether or not notification of the board is in order, necessary, or open to debate. At one end of the continuum is likely what was discussed above, an issue soon to be made public by the media. At the other extreme of the continuum are those day-to-day matters of deportment that are, for the most part, mundane and do not rise to the level of necessary notification. Such issues would include, but are not limited to, questions about a staff member’s attendance, adherence to a dress code, incidental parental concerns or level I grievances. These types of issues are often handled at the building level with the superintendent only becoming aware and/or involved when there are concerns that issues could escalate and become more serious. These are matters, as described, that normally would not be brought to the board’s attention. However, grievances, utilizing the negotiated grievance procedure, that cannot be resolved at the building or superintendent’s level will be brought to the next level which is when the board, of necessity, will be brought into the situations. However, the grievance process can vary from district to district. In the middle of the aforementioned continuum are those matters for which there is an obvious or operational reason for calling the matter to the board’s attention, or for not doing so. Issues of teacher performance, by policy and by law, are not available to the public. This then would make disclosure to the board

inappropriate and illegal. Moreover, if there are performance questions and the potential for eventual termination for reasons of performance, it becomes incumbent upon the administration to “shield” the board from matters pertaining to the staff member in question, largely because the board will become involved in a termination process and must be in a position to “hear” the matter without the perception of prejudice. This can often be the case, as well, when the board is involved in an expulsion hearing of a student. Identity should be guarded until the hearing is convened. An exception may occur if the board is using a hearing officer to preside in its place. It is likely that the superintendent will still shield the board. Board notification in expulsions falls on the imperative end of the continuum, with keeping the student’s identity private. Changes in the law have increased those situations falling on the imperative end of the continuum, such as the notification of child assault or abuse situations.

Policy Implications

A basic premise in this area of communications between the board and the superintendent is that there should not be any surprises between the parties. Obviously, the superintendent must exercise professional judgement in this regard because, as described above, it is a matter of degree and extremes along a continuum, with legal parameters. It is very common to see language in the superintendent’s job description, policy #2131, which speaks to the issue of communication with the board. Some of the language in CABE samples include the following: •R eports to the Board such matters as deemed material to the understanding and proper management of the schools, or as the Board may require. • I nforms and advises the Board about programs, practices and problems of the schools, and

keeps the Board informed of the activities operating under the Board’s authority. •M aintains open and honest communication with the Board of Education, keeping the Board informed on all important issues. • Th e Superintendent will administer all personnel policies and procedures and ensure adherence to all legal and contractual requirements regarding personnel. The Superintendent will select and employ the best qualified and most competent personnel available to serve the district. The Superintendent will direct the employment, assignment, and utilization of all personnel within policy guidelines of the Board of Education. The Superintendent will implement district-wide staff development and evaluation programs consistent with State guidelines and Board goals. The Superintendent will discipline and suspend personnel from duty for serious misconduct and behavior detrimental to the welfare of the schools. • Th e Superintendent will develop and administer procedures for personnel administration which are consistent with local policies, contract agreements, and State and federal statutes.

A board, during the evaluation of its superintendent, can discuss the appropriateness, or lack thereof, of the notifications provided to it by its superintendent. Due to the number of variables and their complexity, it is not possible to develop a list of necessary notifications. A new policy has been developed by a retired Connecticut superintendent, Dr. Bruce Storm, in cooperation with CABE, which speaks to this issue. This policy, #2501, “Superintendent Communications with Board,” is available upon request. This is considered an optional policy for inclusion in a district’s manual.

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

CABE Area 4 Director Joan Trivella (Woodstock Academy) hosted the CABE Area 4 Legislative Breakfast held at Brooklyn Middle School on Thursday, December 12.

Rep. Maria Horn, Doug Pfenninger (Winchester), and Becky Tyrrell (Plainville) talk about educational issues of interest in the upcoming 2020 Legislative Session.

The CABE State Relations Committee met on December 9, 2019 to establish legislative priorities for 2020.

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 Presented orientation for new Norwalk Board members. z Met with representatives of the Connecticut Family School Partnership, on their work with boards of education and parents. z Responded to 49 requests for policy information from 22 districts, and one newspaper, providing sample materials on 34 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 included student use of sunscreen, alternate education, safety and security, and pupil personnel issues. z Presented roles and responsibilities workshops for the Andover, Waterbury, Region #15, Hamden and Griswold Boards of Education. z Provided legal compliance advice to align student and parent handbook and guiding principles of student conduct with policies and Connecticut law governing student discipline for New Britain Public Schools. z Presented webinar on holding board of education organizational meetings and related post-election topics. z Presented at New Board Member / Leadership Orientation Conference.

B y helping school boards to increase student achievement: z Sent two issues of “Policy Highlights” via e-mail listserve covering topics that affect student achievement. Included topics pertained to the federal school violence report, promotion of manufacturing careers, and domestic violence. z Faciliated Waterbury School Governance Council Round Table discussion regarding effective school governance council community partnerships, successful family engagement efforts and strategies to reduce chronic absenteeism.

B y ensuring members receive the most up-to-date communications: z Provided legislative update for Thomaston Board of Education. z Staffed State Relations Committee meeting to establish legislative priorities. z Prepared materials, as part of the Custom Policy Service, for Danbury, Montville and Sharon.

B y providing services to meet member needs: z Hosted the annual CABE Delegate Assembly. z Met with Hartford Board Chair (and CABE representative) Julio Flores, Superintendent Dr. Leslie Torres-Rodriguez and Board Liaison Cristina Santiago on how CABE can provide services to the Hartford Board. z Provided orientation for student members of the Hartford Board of Education and new Thomaston Board of Education members. z Met with LEARN Board of Directors to provide legislative update and discussion of superintendent evaluation process. z Audited the policy manual of the Kent Public Schools. z Completed the audit of the Stafford Public Schools. z Completed policy updates for Hampton, Putnam and West Haven as part of the Custom Update Service.

•O rganizational meetings pursuant to special acts of the legislature. •F reedom of Information: •M eetings held prior to adopting regular meeting dates; •E ntering in to executive session; •B oards having holiday social gatherings.

B y attending Professional Development to strengthen staff knowledge and skills: z Participated in NSBA Council of School Attorneys webinar. z Attended cyber-security workshop for Non-Profit organizations by the Hartford Foundation for Public Giving. z Participated in webinar on When the CHRO and EEOC Come Calling: Strategies for Employers. z Participated in meeting and program of Connecticut Association of School Personnel Administrators (CASPA) on reporting educator misconduct. z Participated in Shipman and Goodwin sexual harassment prevention training for public schools, new CHRO requirements. z Participated in ConnPELRA winter program on domestic violence workforce policies.

B y representing Connecticut school boards on the state or national level:

of School Business Officials’ new business official workshop, discussing what Board Members ask about school finances. z Met with Julia Werth, Connecticut Examiner reporter, on the work of boards of education and CABE. z Attended meeting of WhatWillOurChildrenLose Coalition (CABE, CAPSS, CASBO and CAS). z Attended Teacher of the Year program. z Attended Connecticut Regional ADL Annual Meeting. z Attended Fairfield County United Way Celebration honoring David Kennedy, who had been a member of the CABE Board of Directors. z Attended meeting of the Connecticut Child Emergency Preparedness Committee on School Safety Standards. z Participated in meetings to discuss model student climate policies. z Participated in Jumpstart Financial Literacy meeting. z Participated in CT Bar Association Civics Education Committee teleconferences. z Attended CREC Council meeting. z Participated in SEL4CT Advocacy Committee call. z Attended Southern Fairfield Area Superintendents meeting. z Participated in CT School Discipline collaborative meeting.

z Provided information in response to 78 legal and labor relations questions from 24 districts.

z Hosted and participated in CABE Delegate Assembly and CABE/ CAPSS 2019 Annual Convention.

z Responded to media inquiries on school nutrition, special education funding and regionalism.

z Provided an overview of new sexual harassment prevention legislation and discussion of having SafeSchools creating training approved by CHRO for New Britain Public Schools.

z Attended meeting of the Campaign for Working Connecticut on college and career readiness.

z Presented workshop on strategies to support shared services at CT Conference of Municipalities annual Convention.

z Legal Topics of Interest: • Organizational meetings: • Voting rules for electing board of education officers when there are three or more candidates. • F iling schoolboard vacancies. • Election of officers by paper ballot.

z Met with Dalio Foundation Chief Education Officer Andrew Ferguson and Barbara Dalio on the Connecticut Partnership. z Attended ADL’s Never Is Now Conference in New York City. z Attended Hartford Foundation for Public Giving Nonprofit Support Group’s Diversity, Equity and Inclusion 101 for Nonprofit Boards workshop. z Attended Connecticut Association

z Attended State Board of Education meeting. z Attended University Area/Northeast CT Superintendents legislative breakfast at EASTCONN. z Attended Southern Fairfield Area Superintendents breakfast at C.E.S. z Chaired meeting of the Digital Advisory Council for the Connecticut Commission for Educational Technology.

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

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

A Conversation with Caroll Spinney (Big Bird) on the Importance of Public Education For those of you who attended the CABE/CAPPS Convention back in 2015, you probably remember with a smile the kind words of Caroll Spinney. Unfortunately, the world lost an icon when Mr. Spinney passed in December, 2019. I had the good fortune of interviewing him, right before he took to the stage to address so many of us as that year’s Friday night speaker. I felt that due to his recent passing, it would be appropriate to once again share with our CABE Journal readers, the story of the man we all affectionately knew as, “Big Bird”, as it originally ran back in December, 2015. “Get a good education and do what you love”, just some of the words of wisdom from Caroll Spinney, whom I had the pleasure of interviewing prior to his Friday night presentation at the CABE/CAPSS banquet in November at the Mystic Marriott. While you might not recognize the face, the voice has been that of Sesame Street’s Big Bird and Oscar the Grouch since 1969 and at 80 years old, Spinney says he has no intention of slowing down.

In our interview, Spinney spoke of how he got his start as a puppeteer at the age of eight, when his mother bought him a five-cent puppet and he would hold puppet shows at his home, charging twocents a person for admission, which he boasts was a lot of money for a kid his age back then. He was also very proud of that fact that recently his wife Debra found it in an old box. He spoke of always being the shortest kid in his class at school and back then he was teased quite a bit. Today he boasts of the fact that as Big Bird, he proudly stands, 8-foot 2-inches tall and that, he says gives him a lot of satisfaction today. “I really regret that fact that I

didn’t pursue a formal education as a teacher, but looking back that is really what I have become.” He says in the beginning, Sesame Street was highly criticized, but today he is very proud of the fact that 4,000+ shows later, this program that is broadcast in 148 countries has prepared millions of children for early education. “Children who have watched Sesame Street on a regular basis are better prepared for kindergarten and do much better in school”, said Spinney. In my quest to also find something about the voice behind Big Bird and Oscar the Grouch that most people don’t know. Mr. Spinney re-

Members of the CABE Executive Committee met with Mrs. Barbara Dalio and Andrew Ferguson of the Dalio Foundation and had a productive meeting talking about public education.

vealed to me that his cousin recently traced their family tree and in doing that revealed that he is a distant cousin of President Barack Obama (fifth cousin, twice removed on his mother’s side) He said that he (Big Bird) often worked with First Lady Michelle Obama on her “Let’s Move” campaign and that apparently when she broke to news to her daughters recently that they were distantly related to Big Bird, they were thrilled! This is a man who has earned four Emmy Awards, two Gold Records and two Grammys. He is also the author of The Wisdom of Big Bird (and the Dark Genius of Oscar the Grouch): Lessons from a Life of Feathers. I have to say, that I have interviewed many famous people over the years, but never have I met a man so sweet, smart and humble, which is why it is no surprise that his characters have had a positive influence on the early education of generations of children all over the country. Thank you Mr. Caroll Spinney, the pleasure was all mine.

Superintendent Judy Palmer (Region 7), Rep. Maria Horn, and CABE Area 1 Director Doug Pfenninger (Winchester) take a moment to pose for a photograph.

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

Robert Rader

Go Ahead, Ask a Question!

Executive Director, CABE

For the last few years, I have been a Governing Board Regional and Content Advisor for the Regional Education Laboratory for the Northeast & Islands region, or “the Lab” as many board members refer to it. The Lab covers New England, New York, the U.S. Virgin Islands and Puerto Rico. I had gotten this position because the Lab saw a need for at least one representative of school boards on this important research institution. The Lab is funded by the U.S. Department of Education. The other Connecticut leaders on the Lab include Commissioner of Education Miguel Cardona; SDE Chief Operating Officer Charlene Russell Tucker (designee); former Interim Commissioner and CES Early Childhood Consultant George Coleman; CAS Assistant Executive Director Marie Glowski; and CREC Director of Student Services Deborah Richards. While the Lab provides a number of different services for state departments of education, school boards and others, one of the most beneficial no cost initiatives available to school boards is called the Ask-A-REL Reference Desk Service. If you ask a

question, Lab staff will answer it with applicable research on the subject. The Lab does not make recommendations and the research is nonpartisan. As an example, a question posed was “What does the research say about working with local school boards?” Part of the Lab’s answer was from the International Journal of Education Policy and Leadership: “[L]ow-performing districts’ board meetings were: less orderly; had less time spent on student achievement; lacked respectful and attentive engagement across speakers; had board meeting [sic] members who seemed to advance their own agenda; had less effective working relationships among the governance team; had fewer board members who relied on the superintendent for advice and input… and did not focus on policy items as much as high- and medium-performing school districts… more school board members from low-performing districts needed training to improve their effectiveness.” There were other answers to the question, but I felt that one was a great example of the beneficial information provided by the Lab. It provides a checklist for the areas that all boards may want to examine. Other questions asked the Lab

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. • Timesaving 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

what the research said about: • e arly warning signs on opioid misuse in students; • s upports for the different needs of traumatized students; •C areer and Technical Education (CTE) for students with disabilities; • best practices for student promotion and retention; and, • indicators of career readiness. A recent blog post* on the Lab website provides an example of how a Connecticut director of secondary education used the Ask-A-REL service to inform her committee’s recommendations on school start times. School Board members often ask about the research in this area. I encourage you to take advantage of the Lab. Making good use of its resources could help you save hours when an issue comes up and you’d like to see the most up-to-date research. The Lab provides “annotated lists of references and referrals to education

research, briefs, articles, and organizations” in response to the questions. If you have a question you might want to ask anonymously or want further information, feel free to contact me. That’s why I’m on the Board. *https://ies.ed.gov/ncee/edlabs/regions/northeast/Blog/Post/16 To learn more about REL Northeast & Islands and how it might provide information on many different subjects for your district, visit the website at: ies. ed.gov/ncee/edlabs/regions/northeast.

CABE Area Breakfasts

CABE Area 5/EdAdvance January 9 • Time: TBD Location: TBD

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

“ If you are a leader, do everything you can to grow yourself and create the right environment for others to grow.” – Unknown

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

Serving the Legal Needs of Connecticut’s Boards of Education Pullman & Comley’s School Law practice works with school districts, their boards of education and administrators to find practical, innovative and cost effective solutions to the legal issues they face. We provide legal counsel to school districts in connection with reviewing and revising policies and procedures, Freedom of Information Act issues, student discipline matters, and addressing other challenges school districts face on a daily basis. Additionally, our attorneys have significant experience in successfully representing school districts with respect to: O

Special education issues

All aspects of employment and labor relations matters, including collective bargaining and counseling concerning employee discipline issues

Cases in the federal and state courts and before administrative agencies

Please visit Education Law Notes, our school law blog that covers issues of great interest to school districts, including labor and employment, special education, gender and disability rights, FOIA, social media, bullying and policies and procedures at http://schoollaw.pullcomblog.com/.

pullcom.com

@pullmancomley

William R. Connon 860.424.4385 wconnon@pullcom.com

Donald F. Houston 203.330.2245 dhouston@pullcom.com

Melinda B. Kaufmann 860.424.4390 mkaufmann@pullcom.com

Zachary D. Schurin 860.424.4389 zschurin@pullcom.com

Stephen M. Sedor 203.330.2137 ssedor@pullcom.com

Mark J. Sommaruga 860.424.4388 msommaruga@pullcom.com

Michael P. McKeon 860.424.4386 mmckeon@pullcom.com

BRIDGEPORT

HARTFORD

SPRINGFIELD

STAMFORD

WATERBURY

WESTPORT

WHITE PLAINS

203.330.2000

860.424.4300

413.314.6160

203.324.5000

203.573.9700

203.254.5000

914.705.5355