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www.cabe.org
Vol. 24, No. 7
June State Board of Education Meeting
July, 2020 This special issue of the CABE Journal, in keeping with CABE’s mission, is to help keep us connected with Board members and superintendents as there are still few in-person meetings.
Sheila McKay
Sr. Staff Associate for Government Relations, CABE
Thank you for all you do!
Patrice McCarthy
Lessons Learned
Deputy Director and General Counsel, CABE
As schools around the world reopen for their students, I have listened to and read about their successes and challenges. Connecticut school districts prepare for the 2020-21 school year in a time of continued uncertainty about the course the COVID-19 pandemic will take. In-school instruction, virtual learning, or a blended approach are all possibilities. There are lessons that can be learned from communities around the world that have already begun the reopening process. These lessons are applicable regardless of the public health situation in September, November or January. • The social and emotional needs of students and staff must be addressed for learning to take place. The pandemic has created trauma, isolation, and fear for everyone. The hate, violence
and inequities apparent in the treatment of minorities by some public safety officials has exacerbated the trauma. Impressionable young people are particularly vulnerable to these challenges. Identifying the needs of students and staff before their return to the school setting is critical. When adult needs are met they have the capacity to support the students - emotionally and academically. • S tudents are resilient. With the proper supports, most will adapt to new routines for the sake of health and safety. Good com-
inside
The State Student Advisory Council presented to the State Board of Education on five issues at its June meeting: mental health, restorative justice, diversity and inclusion, Coronavirus and student voice. Students want more opportunities to give their input to administrators and teachers. Specifically, some of their ideas were: • mental health work should not just be the work of counselors alone • create professional development for teachers on mental health led by students • build relationships and involving stakeholders to address restorative justice • students want to lead and run initiatives on diversity and inclusion • use more surveys to find solutions to providing teaching and learning during the COVID-19 pandemic. Student voice is being emphasized by the Board and following the students, it heard from Levy Gillespie, the Connecticut State Department of Education’s (SDE) Equal Employment Opportunity Director, on plans for a focus group on student voice. Ajit Gopalakrishnan SDE’s Chief Performance Officer, spoke of the 17,000 students who participated in a thought exchange and how SDE is analyzing the input. Board member Erin Benham was appointed to Connecticut’s State Education Resource Center’s (SERC) Board of Directors. In discussing the renewal of the charter for Interdistrict School for Arts and Communication, key school staff and the Board Chair have been asked to come before the SDE to address school climate. Board member Eric Clemons started a discussion on racial injustice that many members of the board joined and related to the opportunity gap in education. The Board met again in mid-June. See the August CABE Journal for information.
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New Policy Direction for Distance Learning
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Dispute Over CARES Funding Act
munication to students, staff and families prior to a return to the school setting is critical. Communicating protocols may include videos that demonstrate what to expect when students return to school. •R eentry to school is an evolving process. Protocols will change as health guidance is modified and improvements are identified. Some protocols may become more restrictive and some less so. Students, staff and families will feel more secure knowing that changes are driven by health and See LESSONS page 2
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CABE Working for You!
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Greenwich, Portland, Windsor Graduations