B C
www.cabe.org
Vol. 26, No. 5
May, 2022
View from the Capitol
The final days of the legislative session bring the usual flurry of intense activity. Particularly in a short legislative session, many pieces of proposed legislation will not receive final approval prior to the mandatory adjournment at midnight on May 4th. While it is always possible for the legislature to later convene in a special session, that option is generally reserved for issues with an immediate deadline for action, as well as legislation needed to implement budget provisions. There will be several task forces meeting in the interim in preparation for the convening of the newly elected Legislature in January 2023. Stay tuned for updates!
Patrice McCarthy
Deputy Director and General Counsel, CABE
best parts of my job. I believe the epitome of leadership is establishing, and clearly articulating, a vision for the future. Over the years, however, I’ve noticed that sometimes the exercise of crafting goals is considered the end product, and not the work it is supposed to inspire. In some cases, I have gone back to a district after a year or more to review existing goals or to create new goals, and find there was little or no conversation about what work has been done to achieve the prior goals. Sometimes, when I ask boards about existing goals, somebody has to go look them up on the website. In one district there were three separate sets of goals currently in play, with little coherence between them (one set of goals had 27 objectives).
The Connecticut State Advisory Council for Special Education recently issued their 2022 Annual Report. The Council, chaired by Tammy Raccio, Chairman of the Wallingford Board of Education has been authorized by the Individuals with Disabilities Education Act (IDEA) since the Act’s inception in 1975 and is one of 50 “state advisory panels”. The Council is also authorized under Section 10-76i of the Connecticut General Statutes with the express purpose to “advise the General Assembly, the State Board of Education (SBE) and the Commissioner of Education” on special education matters. The duties of the Council include: • Advise the CSDE of unmet needs in educating children with disabilities. • Review periodically the laws, regulations, standards, and guidelines pertaining to special education and recommend to the General Assembly, and the State Board of Education any changes which it finds necessary. • Comment publicly on any new or revised regulations, standards and guidelines proposed for issuance. • Advise the CSDE in developing and implementing policies relating to the coordination of services for children with disabilities. • Participate with the State Board
See WE HAVE GOALS page 6
See ADVISORY COUNCIL page 7
April Showers… Bring May Flowers!
We Have Goals… Now What?
Nicholas Caruso, Jr.
Sr. Staff Associate for Field Service and Coordinator of Technology, CABE
Having experienced the goal setting process with numerous boards of education over the past 28 years, I have seen some really great things happen when like-minded people work hard to establish a clear vision of what the district should be focusing on. In many cases I’ve been really impressed by the collaborative process, the clear articulation of expectations and the careful wording of goals that truly can inspire great things within the district. I count these experiences among the
CABE Engages at the National Level Patrice McCarthy
Deputy Director and General Counsel, CABE
At the recent Annual Conference of the National School Boards Association, Connecticut leaders again served in many key roles. During the NSBA Delegate Assembly, where the Beliefs, Policies and Resolutions of the Association are adopted annually, CABE was represented by Vice President for Government Relations Meg Scata (Portland), Vice President for Professional Development John Prins (Branford) and Immediate Past President Donald Harris (Bloomfield). CABE’s belief statement Anti-Hate Speech, which calls on school districts to actively respond to incidents See CABE ENGAGES page 14
inside
Patrice McCarthy
Deputy Director and General Counsel, CABE
CT State Advisory Council 2022 Annual Report
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CABE Recommends “Goal Setting Best Practices”
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Resources Available for School Boards, Superintendents
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When Conflict Arises in the Board Room
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The Journal – Connecticut Association of Boards of Education | May, 2022 PRESIDENT COMMENTARY
Educator Evaluator System Committee Update Liz Brown
President, CABE
Spring blossoms around us, and, for Boards of Education, our calendars fill up with end of the year activities. For many districts, this will be the first time in two years graduations will be held in person; proms will delight seniors and juniors in person, and sports events will be full of spectators enjoying the outdoors. For two years Boards worked tirelessly to meet the demands of educating students while in the throes of a pandemic. Lessons learned! Many districts focused on reaching out to students with additional Social/Emotional supports to ensure students were connected. Districts quickly adapted to the reality of remote learning and a new vocabulary entered our lexicon - asynchronous, synchronous, zoom, parent square and so many more innovations to meet the new learning world. Our challenge is to learn from innovation and understand that children of all ages learn differently and at their own pace. Vice President Leonard Lockhart and I have had the opportunity to serve as CABE representatives on the State Department of Education (SDE) Educator Evaluation Sys-
tem (EES) Committee. SDE rolled out revised teacher evaluation guidelines during the pandemic, giving districts more flexibility in evaluating teachers. The new teacher evaluation system, established about 10 years ago, attempts to standardize the process and establish a method to compare district practice and performance. The goal was to improve instruction for all students. As experience teaches us, what is good on paper may not be realistic in practice. SDE reports that a vast majority of teachers are rated excellent or proficient and a very small percentage are rated in need of improvement. What have we learned implementing the flexible guidelines? The EES Committee comprised of broad education stakeholders is taking a deep dive into the system to determine what is working and what needs improvement. No easy task! What I have learned is that Boards are not, nor should they be, involved in the day-today teacher evaluation system. But that said, I am learning that indeed Boards do have a significant role to play in ensuring that broad district vision, values and education goals are articulated and embraced by the entire district. It starts with making sure the District involves all stakeholders in
CABE Deputy Director and General Counsel Patrice McCarthy spoke at the April 6 State Board of Education meeting on an enhanced educator certification reciprocity policy.
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 developing a living strategic plan that aligns budget and personnel to ensure a robust professional development system. It does start with goals driven by District data and identification of strengths and weaknesses. Boards need to work with Superintendents to understand the data and formulate an action plan. I have learned that an effective professional development system is not about an individual, but the entire district, and each school, buying in to strong support for professional development and embracing a collaborative, continuous professional development system. How can boards make sure the foundation to this ideal becomes a reality? A strong professional development system reflects a commitment by Boards to invest in support staff for teachers and administrators. Administrators and teachers need to know Boards are 100 percent behind professional development and that it is not just a “day off for students” while teachers do something called PD. I have come to appreciate the complexity of teacher evaluation and realize that a sound, creative professional development system indeed is foundational to high performing school districts. One theme emerged throughout the discussions – the need for time. School schedules and the multiple professional mandates from Hartford construct huge barriers to actually “ doing” professional development! Boards can advocate for fewer mandates and more flexibility in working on school improvement. Legislation is before the Legislature that would establish a task force to look at mandates. Let us hope it passes! I want to extend my appreciation to SDE and all the stakeholders who are participating in the EES committee and I will report again on recommendations and new guidelines. Happy Spring!
EXECUTIVE COMMITTEE Elizabeth Brown | President, Waterbury Leonard Lockhart | First Vice President, Windsor Meg Scata | V ice President for Government Relations, Portland John Prins | V ice President for Professional Development, Branford Lon Seidman | Secretary/Treasurer, Essex Donald Harris | I mmediate Past President, Bloomfield Christopher Wilson | Member at Large, Bristol Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Marion Manzo | Area 1 Director, Region 15 Douglas Foyle | Area 2 Co-Director, Glastonbury Tyron Harris | Area 2 Co-Director, East Hartford Jay Livernois | A rea 4 Director, Woodstock Academy Dan Cruson | Area 5 Director, Newtown Janice Cupee | Area 6 Co-Director, Stratford Lee Goldstein | Area 6 Co-Director, Westport George Kurtyka | Area 7 Co-Director, Derby Robert Guthrie | Area 7 Co-Director, West Haven Lon Seidman | Area 8 Director, Essex Carol Burgess | Area 9 Co-Director, Montville Bryan Doughty | A rea 9 Co-Director, New London ASSOCIATES Eileen Baker | Associate, Old Saybrook Ann Gruenberg | Associate, Hampton Anthony Perugini | Associate, Cheshire Robert Mitchell | Associate, Montville Robert Trefry | Associate, CT Technical High School System Joseph Wilkerson | Associate, Bloomfield COMMITTEE CHAIRS Becky Tyrrell | Chair, Federal Relations, Plainville Ethel Grant | Chair, Resolutions, Portland Christopher Wilson | Chair, State Relations, Bristol CITY REPRESENTATIVES John Weldon | City Representative, Bridgeport Pastor A. J. Johnson | City Representative, Hartford Yesenia Rivera | City Representative, New Haven Andy George | City Representative, Stamford STAFF
Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Nicholas Caruso | Senior Staff Associate for Field Services and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development and Communications Conrad Vahlsing | Staff Attorney 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
CABE Journal (ISSN 1092-1818) is published bi-monthly by Connecticut Association of Boards of Education, 81Wolcott Hill Road, Wethersfield, CT 06109. Periodicals postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association members dues include a subscription for each Board Member, Superintendent, Assistant Superintendent and Business Manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE.
The Journal – Connecticut Association of Boards of Education | May, 2022
CABE Affiliate Members
EXECUTIVE DIRECTOR COMMENTARY
Threats and the Future of Public Education Robert Rader
Executive Director, CABE
BUSINESS AFFILIATES VALEDICTORIAN Connecticut Business Systems – A Xerox Company Finalsite SALUTATORIAN
Berchem Moses PC Shipman & Goodwin HIGH HONORS
Pullman & Comley HONOR ROLL ESS JCJ Architecture Newman/DLR Group SCHOLAR Brown & Brown Chinni & Associates, LLC Coordinated Transportation Solutions Dattco, Inc. Kainen, Escalera & McHale, P.C. The Lexington Group Public Agency Retirement Services (PARS) The S/L/A/M Collaborative Zangari Cohn Cuthbertson Duhl & Grello, P.C.
EDUCATIONAL AFFILIATES
American School for the Deaf Area Cooperative Educational Services (ACES) Capitol Region Education Council (CREC) Connecticut Arts Administrators Association Connecticut Association of School Business Officials Connecticut School Buildings and Grounds Association Connecticut School Counselor Association Connecticut Technical High Schools Cooperative Educational Services (C.E.S.) EASTCONN EdAdvance Explorations Charter School Integrated Day Charter School ISAAC LEARN Live Girl Odyssey Community School, Inc. Relay CT
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If you are not concerned about threats to public education, you have not been paying attention. While the threat is not as pronounced in Connecticut as it is in many states, what is occurring should be very concerning to you. As School Board Members and Superintendents, you play an integral role in public education ensuring that your district provides students, whatever their religion, race, color, creed, gender identity or disability, with the best education you can. The responsibilities of our school systems have expanded over the years. Activities and services extend far beyond what its creators could have imagined. Besides educating our students in traditional (English, Math, Social Studies and Science) courses needed for success in the world they will enter, our schools do much more. Here are just a few examples. Our schools: feed our students (and their families during COVID), develop their art, music, and other abilities, shelter them during weather and other crises, provide students with the opportunity to meet others from around the world (thanks to technology), enable students to learn new languages and open their eyes to new opportunities. Perhaps the most important role of our schools is to teach values and the responsibilities of American citizens such as voting, understanding our Constitution and speaking out when they believe it necessary. In other countries, military service is compulsory and that helps socialize and unify their people. Here, only a small percentage of our students join the military or participate in any other unifying activities. In our society, it is public education, which helps shape our young citizens’ knowledge of the world and society’s expectations of them. Over the last year, we have seen harassment and intimidation of school board members, superintendents, teachers and others. We’ve seen more distrust of school officials; the politicization of school board elections (to a greater extent than ever before); the undermining of the teaching of Diversity, Equity and Inclusion; blatant attacks on LGBTQ+ and SEL support; books being
pulled out of school libraries; and, the disruption of school board meetings. I believe what we are seeing is not merely the frustration of some Americans over COVID restrictions and purported teaching of critical race theory. What we are witnessing is the continued undermining of public education. These issues are being used by some who have long wanted to use public money for private education, privatize our schools and radically change our system of education. I do not doubt the sincerity of many parents concerned about their children’s education, safety and health. School Board Members and Superintendents are very often parents themselves and certainly understand their needs. Parental engagement remains one of the top priorities of our members.
NSBA
One of the biggest threats I see concerns the infamous letter sent to President Biden, by the National School Boards Association (NSBA). The letter, however inartfully worded, aimed at getting the Federal Government’s help in preventing harassment of Board Members. The letter was used by some to portray NSBA as attempting to limit parents’ First Amendment rights. NSBA apologized for the letter and replaced its Interim Executive Director as the pressure grew. However, the damage was done. Many state school boards associations came under terrific pressure from their state legislators and others to leave NSBA. Some states had additional reasons for leaving, such as concerns about NSBA governance and financial issues. Some states pulled out of the Association immediately and others said they will do so on July 1. NSBA’s Board of Directors, including former CABE President Lydia Tedone, and NSBA Staff are working on these issues. At least in the short run, this situation is very bad news for public education, which relies on organizations such as NSBA, the American Association of School Superintendents, the PTA and other groups to ensure its interests are represented in Washington, D.C. One other concern for NSBA is that some of the states which have left are forming their own association or con-
sortium. We have learned that, to some extent, it will duplicate NSBA services and activities. I have been told that the consortium may not take a position on DEI and LGBTQ+ issues — even as these concerns are critical to so many of our students and staff. Support for helping our Boards deal with these issues remain priorities for CABE and NSBA. CABE believes that the interests of our members is best protected by a single, strong, unified NSBA. Most of the other northeast states feel the same. I do not impute negative motives for the associations that are going in this direction. I know many of their leaders and believe they are doing what they must to protect their own state associations and are acting with good intent. However, as public education faces so many threats from others, I believe we need to stand together. The tactic of calling on individuals or states to leave educational associations is not limited to this situation. Members of the Virginia Association of School Superintendents were called upon by the Governor and others to withdraw after the Association had pushed back on the Governor’s education agenda. A recent op-ed in Education Week discussed how prevalent political polarization has become. The author, Heather Schwartz, wrote: “Political polarization that rises to the level of interfering with schooling isn’t simply a headache; it’s a fundamental problem for public education. When there is deep disagreement over the essentials — what schools teach, how they keep children safe — schools are at risk of becoming ungovernable.” Do not take our system for granted. The hard work of strengthening our system is just as important to our future as it has ever been. Whatever your political affiliation, public education depends on all of us. Please stay committed to strengthening this critical institution. Our children’s future depends on it.
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The Journal – Connecticut Association of Boards of Education | May, 2022 See You in Court – The Nutmeg Board of Education
Project Super-Duper Graduation 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. Given all that graduating seniors have gone through with the COVID pandemic, a group of parents in Nutmeg have been working since the fall on “Project Super-Duper Graduation” (PS-DG). The members of the Nutmeg Board of Education are generally supportive of parent efforts, but these parents have been particularly headstrong and unwise in their planning for an after-graduation party. Without consulting the Board of Education or Mr. Superintendent, the PS-DG parents scheduled the after-graduation party at the priciest venue in the Nutmeg environs. With Board intervention, PS-DG parents initiated a scholarship program so that any graduating senior can attend the after-graduation party irrespective of family resources. But then the PS-DG parents caused more concern last month by contracting with a limousine service to provide students a fancy ride to the after-graduation party venue, again at significant cost to the students and their families. Given these concerns, Bob Bombast, veteran member of the Nutmeg Board of Education, demanded that the Board put the PS-DG parents plans on the Board agenda and invite them to a public discussion of their questionable decision-making. Ms. Chairperson was happy to oblige, and the Board held that discussion with the PS-DG parents last week. “So, what experience do you have in event planning?” Bob jumped right in after the PS-DG parents were introduced. Paul Parent, the nominal leader of the PS-DG parents, responded to Bob by saying that the planning group for PS-DG was simply a collection of parents who wanted the best for their children. But Bob continued on with confrontational questions about what he thought was the group’s insensitivity to how much this event was going to
cost families. When Bob exhausted that line of questioning, he raised issues of potential liability. Bob asked how much insurance the group had obtained to cover them and the school district if someone were injured at the after-graduation party and sued. Paul Parent responded that the group had not bothered to get insurance, which would have just been an additional expense. Besides, he said, since PS-DG parents were acting on behalf of the seniors graduating from Nutmeg Memorial High School, presumably the party and those parents involved in its planning would be covered under the insurance policies carried by the Nutmeg Public Schools. Bob rolled his eyes, and fellow Board member Penny Pincher gasped audibly. Ms. Chairman tried to keep the tone light, and she told Paul that the PS-DG parents might want to look into getting some insurance for the after-party. Bob went a step further, however, and he proposed that the Board create a parent committee to continue planning and to oversee the post-graduation party. Given the concerns the Board had over the actions of the PS-DG parents to date, the Board promptly passed Bob’s motion. Ms. Chairman then thanked the PSDG parents for their efforts on behalf of the students and expressed the hope that Paul Parent and the others might be appointed to serve on the new Committee. Before the Board members could appoint members to that planning committee at its next meeting, these efforts were thrown a curve ball. There was a power outage at Nutmeg Memorial High School the other day, and school was canceled. When Mr. Superintendent checked the calendar, he realized that now graduation would be held on the 179th day of instruction, short of the 180 school sessions required by law. Would the plans for graduation have to be scrapped and a new graduation date established? • • • • • • • • • • • • • • • Happily, the Nutmeg Board of Education will not need to change the graduation date. In accordance with Conn. Gen. Stat. § 10-16l, school boards have been able for over 20 years to set a firm graduation date at the beginning of the school year as long as that date was no earlier than the
185th day noted in the school calendar adopted at the beginning of the school year. Moreover, if a board of education set a firm graduation date after April 1 in a given year, that date for graduation could be maintained irrespective of school cancellations later. In 2019, the General Assembly simplified these rules, and now boards of education can simply set a firm graduation date at the beginning of the school year and be done with it. Section 1 of Public Act 19-195 amended Conn. Gen. Stat. § 10-16l to provide simply that “Notwithstanding any provision of the general statutes, a local or regional board of education may establish for any school year a firm graduation date for students in grade twelve which is no earlier than the one hundred eightieth day noted in the school calendar originally adopted by the board for that school year.” Therefore, the cancellation of that school day in Nutmeg did not affect the scheduling of graduation or the apparently-extravagant after-graduation party. That said, the Nutmeg Board of Education does need to address two major issues that arise with the plan-
ning and oversight of the post-graduation party. The first issue is the question of liability and insurance. Parents often plan events related to school activities. The Softball Boosters, for example, may hold a car wash to fund donations to the Softball team, or a group of parents may plan for a safe after-Prom party. In working with parents on such events, school officials must be sure to clarify the status of the event. Is the activity a school-sponsored event or it is a private parent initiative? This determination is important because of obligations that boards of education may have. “Any volunteer approved by a board of education to carry out a duty prescribed by said board and under the direction of a certificated staff member” is indemnified against claims made against them in accordance with Conn. Gen. Stat. § 10-235 (the same indemnification statute that protects board of education members and school employees) for actions they take in that capacity. Since the superintendent is the chief executive officer of the board, we See SEE YOU IN COURT page 6
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 | May, 2022
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Shipman’s school law lawyers have over 50 years of experience, and represent over 100 public school districts, as well as public school member organizations and associations, on the broad range of legal issues that school districts confront. We call on lawyers experienced in school law, special education, employment law, labor relations, intellectual property, data privacy, construction and environmental issues, and business contracts to provide effective and efficient legal assistance for our clients.
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6 WE HAVE GOALS
(continued from page 1)
Types of Goals
There are different types of goals affecting school districts. The district goals are typically voted on by the board, but can be developed with input from a variety of collaborators. These goals are usually a higher-level expectation of a more general nature, allowing latitude for staff to meet the shifting needs of the district as necessary. The superintendent would be charged with developing an action plan to ensure those goals are met. They typically are kept in force over longer periods of time. Whether it is a global “strategic plan” or a set of priorities derived from a board goal setting session, these goals should be the primary driver of progress in a district, and subject to regular review of progress. The superintendent’s goals should have a direct connection to the lofty district goals but be more specific to actual measurable outcomes. These can be expected to change from year to year. Many boards work with the superintendent to establish these goals as part of the superintendent evaluation process. Likewise, time reviewing the progress of these goals should be part of the superintendent evaluation. Board goals should be specific to actions the board needs to take to ensure the success of the district goals. Often, these goals focus on board actions that will increase the effectiveness and efficiency of the board’s work. The accountability for the completion of these goals rests with the board. Typical board goals might be to refine the budgeting process to align resources more closely with the district vision, improving communications with the community or reviewing meeting agendas to ensure they are also focused on supporting the district goals. The board should include a review of these goals during an annual self-evaluation. On top of that, many district also
SEE YOU IN COURT
(continued from page 4)
cannot reliably say that this protection depends upon a formal board vote. Moreover, this provision is remedial legislation that may be broadly construed to confer protection. Given the risk of ambiguity in a particular situation (e.g., are the parent volunteers working with the principal; is the activity being publicized through the school?), school officials should either
The Journal – Connecticut Association of Boards of Education | May, 2022 have a long-range vision developed in cooperation with the community and many stakeholders. Whether it is called a strategic plan, Portrait of a Graduate or long-range goals, these documents start out with a rich dive into data to establish the critical areas the district needs to focus on and establishes objectives for each.
Improvement Plans
Other districts have established District Improvement Plans. These plans, generally staff-driven, follow a format of data analysis, setting measurable goals, followed by careful planning on how to achieve these goals. These generally play the role of the District Goals in districts that have
them. I’ve seen great work done to create wonderful strategic plans or district improvement plans that actually end up doing little to inspire the improvements those plans identified. In one district’s case, I returned annually, first, a meeting to review the progress on their prior year’s goals; followed by a goal-setting session which looked at creating a new set of district goals. It was only after four or five years of doing this that I found out that a Strategic Plan had existed for that whole time. No one had consulted it before discussing district goals. When asked why not, the response was basically, “We never liked that plan”. The board must “own” the plan.
The completion of goal writing is nowhere near as important as the accomplishment of the vision the goals represent and the goal setting process is only half-complete if that is where the board’s work ends. The board and superintendent must take this vision and align the efforts of the district to those goals or plans. In particular, board meetings need to focus on the district goals. Please remember that CABE provides facilitation for activities of this nature to its members. For more information, contact Nick Caruso ncaruso@cabe.org.
CABE Recommends Boards Consider the Following “Goal Setting Best Practices” 1. The “Why” is the domain of the Leadership Team (Board/Superintendent), the “How” and “What” are the work of the administration and staff. 2. Before setting goals, review existing goals and other vision documents that drive the work of the district. Are they aligned with each other, redundant or, worse, in conflict with each other? District Improvement plans, strategic plans or other long-term goal exercises should be reviewed before setting yet another set of goals 3. Do not duplicate efforts, particularly if they conflict with each other. There should be one set of district-level goals. 4. Get buy-in from the board on any goals established. If board members do not see the significance of the goals it will impact how hard they focus on them at the board level. 5. Overarching goals should be broad and allow for various solutions without needing to be rewritten every year. More targeted goals, or priorities, can be changed every year to help focus resources more effectively. 6. Goals should follow a pathway. The district goals, at the highest level, are most critical. The superintendent’s goals should articulate the work the superintendent will be doing to achieve the district goals. The superintendent will expect that his or her administrator’s goals will derive from the same district goals, as should teachers and other staff members. 7. Board meetings should focus on work identified in the goals. It is valuable to link agenda topics to specific goals, and in the administration’s presentations, alignment to the goals should be noted. 8. Consider an agenda item named “Report on Goals” on every agenda. It does not need to be lengthy, but the repetition of the report every meeting will reinforce to the staff and the community that the board is truly focused on that work. More lengthy, quarterly reports may also be utilized, as well as an annual board retreat to allow the board to ask more detailed questions and discuss the board’s role in achieving the goals. Often boards include the district goals on every agenda (or the vision/mission statement) to keep them prominent to the board, the staff and the community. 9. Consider using a presentation template with specific questions that should be addressed with any proposal from the administration to the board. This can include reference to district goals (we can provide a sample of what that looks like). This template helps the administration focus appropriate attention on items that the board are always interested in. 10. The board, working collaboratively with the rest of the leadership team and community, sets the vision; the superintendent, working collaboratively with staff, creates the action plans to achieve the goals. For more information, contact Nick Caruso ncaruso@cabe.org. clearly separate the parent activity from the school or, as Nutmeg did here, adopt the activity as a school activity. In the latter case, it will be crucially important to assure that the district has appropriate insurance to cover liability claims involving such activities. Finally, the action in Nutmeg to appoint a committee to continue planning for the after-graduation party has legal significance under the Freedom of Information Act. The FOIA
provides that committees created by a public agency (such as a board of education) are themselves public agencies, subject to the FOIA rules regarding posting of their meetings, public access to those meetings, and related record-keeping requirements. This is true even when, as here, the board-created committee is composed wholly of persons who are not members of the board of education. Accordingly, whenever a board of education appoints a parent or citizen’s
advisory committee, it must assure that the committee members receive training and support in fulfilling their responsibilities under the FOIA. 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 Journal – Connecticut Association of Boards of Education | May, 2022
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Resources Available for School Boards, Superintendents Robert Rader
Executive Director, CABE
One of the best free(!) resources for in-depth research for school boards and superintendents is the Regional Education Laboratory – Northeast & Islands (REL-NEI). While REL-NEI provides a number of different services for state departments of education, school boards
ADVISORY COUNCIL
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of Education in the development of any state plan for provision of special education. • Review Due Process Hearing data and discuss findings and decisions. In identifying 2021-22 priorities, the Council focused on acceleration activities, recovery services, dispute resolution activities and best practices for reengagement. In addition, the Council provided advisory input related to the State Performance Plan/Annual Performance Report stakeholder process and was represented on the AccelerateCT task force to help develop a statewide
and others, one of the most beneficial is the repository of REL Products https://ies.ed.gov/ncee/rel/products?regions=NEI&page=1# This searchable database includes tools, reports, and products from all ten regional educational laboratories and has over 2000 resources. The REL is funded by the Federal Government. Connecticut leaders on the LAB include Commissioner of
education recovery and acceleration framework and programming for students across the state beginning with enhanced learning and enrichment opportunities during spring and summer 2021. A Council representative also began serving on the Expulsion and Suspension committee established by the Juvenile Justice Policy and Oversight Committee through Public Act No. 21-174 during 2021. The priority areas include: • Special Education Recovery Policies and Procedures • Equitable Access to Acceleration Activities and Recovery • Best Practices for School Reengagement • Social/Emotional/Mental Health
Education Charlene Russell Tucker and, former Interim Commissioner and CES Early Childhood Consultant George Coleman. Others are still being appointed. CABE Executive Director Bob Rader was recently reappointed to the Governing Board, which provides strategic guidance on how the REL carries out its activities for maximum effectiveness and efficiency; identify
(Students and Educators) •C ommunity Access as part of Transition Services for Students • S trategies for Students with High Needs • S tate Performance Plan/ Annual Performance Report (17 Indicators) •A dvise on data targets •A dvise on Improvement Strategies •A dvise on Data Analysis and Progress Review •D ispute Resolution •R eviewed data for the 2019-2020 academic school year •R eviewed preliminary data on state special education complaints for the 2020-2021 academic school year
opportunities for collaboration, coordination and resource sharing across the region; and leverage connections within the region to amplify products developed by the REL. To learn more about REL-NEI, go to: https://ies.ed.gov/ncee/rel/region/ northeast. • Explored the concept of a Special Education Call Center within the CSDE • Studied current model in Rhode Island Department of Education • Shared resources with Council Members: •L RP Special Education Connections Presentation and Access. •E xplored dispute resolution alternative strategies including, but not limited to student led PPT meetings and facilitated PPTs.
The full report can be found at: https://portal.ct.gov/SDE/SpecialEducation/CT-State-Advisory-Councilfor-Special-Education
8
The Journal – Connecticut Association of Boards of Education | May, 2022
When Conflict Arises in the Board Room Patrick Allen
Field Services Director, Illinois School Boards Association
The mention of the word conflict more than likely makes a lot of you uncomfortable. Most people do not like conflict. More importantly, most people do not deal with conflict in a good way and allow that conflict to carry on longer than it should. Since the start of the pandemic in March of 2020, school boards have faced more conflict than they ever have before. Community members within your districts have strong opinions about decisions that districts have made regarding COVID safety and remote learning, for example. These community members have chosen to voice these opinions at school board meetings during the public comment section, often also sharing these opinions on social media. An effective school board welcomes public comment as an opportunity to engage with the community and get a first-hand account of what community members think about certain issues. As you have likely seen, your community is passionate about topics surrounding the coronavirus
pandemic, and that passion has tended to lead to tense public comment. While we all hope that the speakers are going to conduct themselves in a manner that the children of the district could use as an example of good behavior, we know that hasn’t always been the case. It is important as a board member to listen to the speaker and try to understand their point of view, even if you disagree with it. Not everyone is going to agree on every topic. As an elected official, you owe it to the community to listen to their comments, even if you disagree. Try to maintain distance from the tone of the comment and listen to the points that are being made. Not only has your board likely faced conflict from the community over the past two years, but you have likely faced conflict with other board members during the same time frame. Board members are not forbidden from having strong opinions about topics, and this has been proven over the past two years. Just as you should listen to the community, even if they are presenting with heightened emotions, you should also listen to
your fellow board members if they are doing the same. Having a plan to deal with conflict resolution is important for board members. While we know that not every conflict is going to be resolved to our liking, having a framework for how to deal with this conflict can make life easier on a board. Below is a list to keep in mind when conflict arises in the board room: •W hen angry, separate yourself from the situation and take time to cool off. •A ttack the problem, not the person. Start with a compliment. •C ommunicate your feelings assertively, but not aggressively. Express them without blaming. •F ocus on the issue, not your position on the issue. •A ccept and respect that individual opinions may differ. Don’t try to force compliance; instead work to develop common agreement. •D o not view the situation as a competition, where one has to win, and one has to lose. Work toward a solution where both
parties can have some of their needs met. • Focus on areas of common interest and agreement, instead of areas of disagreement and opposition. • Never jump to conclusions or make assumptions about what another is feeling or thinking. • Listen without interrupting and ask for feedback if needed to assure a clear understanding of the issue. • Remember, when only one person’s needs are satisfied in a conflict, it is not resolved and will continue. • Forget the past and stay in the present. • Build “power with,” not “power over” others. • Thank the person for listening. One Principle of Effective Governance is the board taking responsibility for itself. This can mean the board as all seven members making sure that it is leading the district in the most effective way that it can. It means being clear and concise in its direction to the See CONFLICT page 12
There when you need us for: •C risis Communications • Working with the Media •S chool Board Messaging and Professional Development •M edia Training and School Board/ Administrator • Presentation Skills • Full Video Storytelling Capabilities •S ocial Media Management and Strategies
Ann Baldwin, President
860-408-1580 | baldwinmedia.net ann@baldwinmedia.net
The Journal – Connecticut Association of Boards of Education | May, 2022
9
NSBA CONFERENCE
CABE Executive Director Robert Rader, VP for Government Relations Meg Scata (Portland), and Deputy Director and General Counsel Patrice McCarthy were part of the group representing Connecticut at the April NSBA Conference.
CABE Executive Director Robert Rader, CABE Staff Attorney Conrad Vahlsing, and CABE Deputy Director and General Counsel Patrice McCarthy presented a workshop on Ten Practices to Avoid Liability.
Donald Harris, CABE Immediate Past President (Bloomfield), addressing CABE’s anti-hate resolution at the Delegate Assembly.
CABE Executive Director Robert Rader addresses those attending the Northeast Region meeting.
NSBA Board of Directors including Lydia Tedone (Simsbury).
NSBA Delegate Assembly – L-R: CABE VP for Professional Development John Prins (Branford), CABE Executive Director Robert Rader, CABE Deputy Director and General Counsel Patrice McCarthy, NSBA Director Lydia Tedone (Simsbury), CABE Immediate Past President Donald Harris (Bloomfield), and CABE VP for Government Relations Meg Scata (Portland).
CABE NSBA Director Lydia Tedone (Simsbury) speaks to Issues in Education at the NSBA Conference.
NSBA Director Lydia Tedone (Simsbury) and CABE Immedi- CABE Deputy Director and General Counsel Patrice McCarthy was part of a panel ate Past President Donald Harris (Bloomfield) address the discussing Safety and Security at the COSA seminar held in conjunction with the NSBA Conference. Northeast Region meeting participants.
Stonington Educators presenting at the NSBA Conference.
10
The Journal – Connecticut Association of Boards of Education | May, 2022
The Journal – Connecticut Association of Boards of Education | May, 2022
11
CABE BOARD OF DIRECTORS RETREAT MARCH 21, 2022
CABE’s Board of Directors and Senior Staff met to review the Association’s strategic plan at the Hartford Lyceum. Those in attendance included CABE First Vice President Leonard Lockhart (Windsor); NSBA Director Lydia Tedone (Simsbury); VP for Government Relations Meg Scata (Portland); VP for Professional Development John Prins (Branford); Immediate Past President Donald Harris (Bloomfield); Associate Directors Eileen Baker (Old Saybrook), Robert Trefry (Technical High School System), and Joseph Wilkerson (Bloomfield); City Representative Andy George (Stamford); Area Directors Dan Cruson (Newtown), Lee Goldstein (Westport), and Janice Cupee (Stratford); and CABE Sr. Staff Robert Rader, Patrice McCarthy, Nick Caruso, Teresa Costa, Lisa Steimer and Conrad Vahlsing.
Current Vacancies:
Superintendent of Schools SOMERS PUBLIC SCHOOLS (Mary Broderick, Ed. D)
MARY BRODERICK, Ed. D
Superintendent of Schools BOZRAH PUBLIC SCHOOLS (Paul Gagliarducci, Ed. D)
SENIOR CONSULTANT
For more information contact
CABE Search Services
81 Wolcott Hill Road, Wethersfield, CT 06109
860-608-1763
Equal Opportunity Employer
Announcing the 2022 CREC Supply Bid Awards Good through February 28, 2023
The following vendors have been awarded this year for Office and School/Instructional Supplies
The award for standard paper was awarded to Staples. Visit their page in the MarketPlace for details.
For more information, visit www.crec.org/marketplace
What will CABE’s
Connecticut Online Policy Service (COPS) provide YOUR district?
• A policy manual updated within days of a board meeting • Access to your policy manual 24/7 anywhere with Internet capability • Time saving links to legal and cross references • A search engine specifically designed for board policy manuals • The ability to search other online districts for similar policies or language • A happier staff that will have less paper to deal with!
If you would like additional information on CABE’s Connecticut Online Policy Service (C.O.P.S.), call Vincent Mustaro at 860-571-7446 or email vmustaro@cabe.org for full details
12
The Journal – Connecticut Association of Boards of Education | May, 2022
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 East Hartford, Preston, and Watertown Boards of Education retreats. z Presented Roles and Responsibilities workshop for the Danbury Board of Education. z Responded to 42 requests for policy information from 28 districts, providing sample materials on policy topics. Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest were those pertaining to FAFSA Completion Program, Bullying, Reporting of Child Abuse and Exemption from Instruction.
B y helping school boards to increase student achievement: z Sent two issues of “Policy Highlights” via e-mail list serve covering topics that affect student achievement. Topics pertained to Impact of Principals on Student Achievement and Equity and Teaching Controversial Content in the Classroom.
B y providing services to meet member needs: z Conducted CABE’s Annual Day on the Hill. z Conducted Board Chair Check-In and Update. z Provided testimony to various legislative committees.
CONFLICT
(continued from page 8)
superintendent. It can also mean that each individual board member needs to ensure that they are contributing to the effectiveness of the board, and that they are coming to the table with an open mind regarding current issues. We all form opinions ahead of
zP rovided webinar on actions of the Education Committee. z Facilitated Board Self-evaluation for the Plainville Board of Education. z Facilitated strategic planning focus group for the Watertown Board of Education. z Responded to a variety of legal inquiries from members. z Revised policies, as part of the Custom Update Policy Service, for East Hampton, Ellington, New Fairfield, and Windham.
B y promoting public education: zC ompleted draft of the April issue of the Policy Update Service publication.
B y helping districts operate efficiently and conserve resources: zA ttended NSBA COSA Annual Conference. zP osted policies online, as part of the C.O.P.S. Program for East Hampton, Monroe, New Fairfield, New Hartford, Orange, Region 16, Ridgefield, Somers, Westport, Windsor, and Woodbridge. zA ssisted Bozrah, Region 1, Somers, and Sterling with their superintendent searches.
B y attending Professional Development to strengthen staff knowledge and skills: z Attended Collaborative for Academic, Social and Emotional Learning (CASEL) annual meeting. z Attended Nonprofit Support Seminars on working with consultants and helping your team through turbulent times.
“Problem Solved: Ensure the Success of Your Decisions.”
Violence Prevention at the NSBA Council of School Attorneys Seminar.
zA ttended American Society of Association Executives (ASAE) workshop on promoting diversity.
z Attended Minority Teach Recruitment Council meeting.
zA ttended Educators Rising (ER) Advisory Committee meeting.
z Provided legislative update for CREC Council.
zA ttended National School Public Relations Association (NSPRA) webinars.
z Attended CAS Board of Directors meeting.
zA ttended Association Lab webinar. zA ttended Massachusetts Association of School Committees (MASC) webinar on DEI. zA ttended CT Society of Association Executives (CSAE) webinar on telling your story. zP rovided Google training to CABE support staff.
B y representing Connecticut school boards on the state or national level: z Attended Memorial Service for former CABE President Donald Blevins. z Participated in the Minority Teacher Recruitment and Retention Task Force meeting. z Attended National School Boards Association (NSBA) Annual Convention, including its Delegate Assembly, virtual briefing session and in person sessions, general sessions and presented two workshops: Modeling Civility in Your School District and Ten Practices to Avoid Liability. z Participated in SDE Partner meetings (CABE, CAPSS, CAS, CEA, and AFT-CT). z Attended NSBA Northeast Region meetings. z Attended School Discipline Collaborative meeting.
z Attended eCornell workshop on
z Served on a panel discussing School
time — it is human nature to do so. As a board member, it is your responsibility to make sure that you hear both sides of the issue. And not only hear both sides but try to understand both sides. This isn’t to say that you need to change your opinion, but as someone holding a trusted position within the community, you owe it to the community to listen to every point being
made. There is absolutely no doubt that we are living in difficult and unprecedented times. It is natural for conflict to occur, but if the school board, and you as an individual member, not only follows the steps above, but also keeps the best interest of the district in mind, you can navigate that conflict more easily and provide the best outcomes
z Provided testimony on certification reciprocity to State Board of Education. z Presented to Superintendent Certification class at Sacred Heart University. z Attended Board of Directors meeting for Discovering Amistad. z Participated in New England School Public Relations Association (NESPRA) Executive Board meetings. z Participated in meeting of NSBA Convention managers. z Participated in meeting of several state school board association communications staff members.
B y ensuring members receive the most up-to-date communications: z Prepared materials, as part of the Custom Policy Service, for Sharon Center School and Region 15.
Date of Interest n May 4, 2022:
2022 Legislative Regular Session Adjourns
for your district and your community. Patrick Allen is Field Services Director for IASB’s Abe Lincoln, Kaskaskia, Southwestern, and Two Rivers divisions. This article first appeared in the March/April 2022 Illinois School Board Journal and is reprinted with permission.
The Journal – Connecticut Association of Boards of Education | May, 2022
13
THE POLICY CORNER Vincent A. Mustaro
Senior Staff Associate for Policy Service, CABE
The Board-Superintendent Policy Relationship Boards of education and superintendents have faced tremendous and unprecedented challenges during this COVID-19 pandemic. These new challenges related to the reopening of schools during the pandemic are in addition to previous challenges which include increasing numbers of special interest groups, equity issues, declining financial resources, the attainment of higher standards for student achievement, changing demographics, calls for restructuring the manner in which education is provided, differing societal values and behavioral norms, staff recruitment, aging and inadequate facilities, school security and the implications of rapidly changing utilization of technology. These challenges, have highlighted the importance of strong leadership in the superintendency and a strong, supportive, viable and appropriate board/ superintendent relationship. The present time calls for strong leadership at the board level and in the superintendency, coupled with a strong and appropriate board/superintendent relationship.
Roles and Responsibilities
As new members join boards and the number of superintendents new to districts continues to grow, it is critical that issues pertaining to school district governance, board authority versus the superintendent’s responsibilities, fiscal matters, professional judgment, employee relations and board members’ motivations, ethics and responsibilities be addressed. These issues must be addressed in order to foster a positive board/superintendent relationship which benefits the entire district, especially students. The American Association of School Administrators has a policy statement which states, “…it is critical that boards of education provide quality leadership in the policy rather than the administrative arena.” Further, “Boards of education should not be involved in the day-to-day operations of the school districts.” Policy, the board’s leadership tool, provides the needed direction to the superintendent and staff regarding the board’s expectations for the district. At this time it is important for boards to allow their superintendents to make the myriad of necessary decisions in a
constantly changing pandemic environment. Often, micromanagement is a negative force cited in the board-superintendent relationship. During this period in which boards and superintendents now find themselves, there is no room for micromanagement. This issue, in part, contributes to the decreasing pool of applicants for the superintendency in addition to the increasingly political nature of the position, decline in fiscal resources, demands for higher student achievement, and the ever-increasing expectations of the superintendency, heightened during the current emergency situation. Therefore, boards and superintendents must have as a high priority the development of a strong, cooperative, supportive leadership team relationship. It is essential to clarify roles and expectations. This helps to establish a framework for a positive, productive and supportive working relationship.
The Board’s Policy Roles
Board members as policymakers, set the vision for the school district and the board’s expectations, through policy. The superintendent, the chief executive officer of the district, is responsible, through the implementation of board policy, for all of the district’s programs and operations. Much of the guidance provided by the State Department of Education during COVID-19 was operational or protocols, not requiring new or modified board policy, but action by the superintendent. The board holds the superintendent accountable for the administration of the district in compliance with the board’s policies through its properly developed and conducted evaluation of the superintendent. Moreover, as part of a positive working relationship, the board must also evaluate its own collective performance. The board, as previously stated, is half of the partnership needed to achieve the district’s goals and objectives. In order for the superintendent/ board evaluation process to be a constructive one, commitment is required by both parties in order to determine if the district is making progress toward the priorities established by the board and superintendent in the evaluation process. The performance
of the board and the superintendent’s performance are mutually interdependent. Board policy can become intermingled with administrative procedures, known as administrative regulations. When this occurs, valuable board meeting time is spent discussing matters and issues which are better left to administrative decisions, especially during the current climate. Central to this inappropriate use of board meeting time is understanding the board’s and superintendent’s roles in the policy process. The board’s role is to set policy. The superintendent’s role is to implement policy. This is often accomplished through the administrative regulations prepared by the superintendent. Administrative regulations provide the specificity usually not found in policy. Regulations, specific to each district, provide the necessary detail needed to implement the board’s policy. Not every policy, however, requires an administrative regulation. One of the most important functions of the board is the development and maintenance of a comprehensive, up-to-date policy manual to guide the superintendent’s actions. The superintendent also has a role in policy development. The superintendent is expected to be conversant with educational issues and to be very familiar with the daily operation of the district. Therefore, the superintendent acts as a policy coordinator for the board, indicating when the need exists for new or revised policy language and providing draft policy language for the board’s consideration. The superintendent also is expected to keep the board informed of legal issues or any other areas of possible policy concern. Superintendents must take a proactive role in fostering an effective, collaborative relationship with the board. Orientation programs for new board members and continuing education for existing board members should be provided, in cooperation with CABE. The superintendent must work with all board members to establish rapport and a sense of trust. This nurturing process is facilitated by regular two-way communication. There is a lot of “gray” between the respective
roles which can only be bridged by regular and on-going two-way communication. Remember, board/superintendent roles in the policy process are interrelated and interdependent. A district’s accomplishments will be limited if the board and superintendent do not learn to depend and support each other, communicate with each other, and work together in a partnership of mutual trust. Boards that appropriately govern their district, pay attention to the distinctions between board policy and administrative procedure.
Focus on Goals and Objectives
Boards of education and superintendents must remain focused on educational issues. Clashes over minor, emotional issues can cause difficulties in the board/superintendent relationship. A good relationship is also one in which individuals are willing to admit mistakes. Do not look for a scapegoat. In order to develop a trusting working relationship, both parties must do what they say they are going to do. Reliability is a fundamental building block of trust and earned respect. Both parties must also be clear in their expectations of one another expressed through policy language and supporting administrative regulations. Also, the behavior and language of the superintendent and the board must be related to the goals and objectives of the district, found in policy language. Board members and the superintendent must also be sensitive to one another’s concerns. Dynamic tensions in the power relationship between the board and superintendent will always exist. Such tension must be constructively channeled. The process to revise or develop new policies, the monitoring of policy implementation, and the board/superintendent evaluation process are key factors to reducing tensions and to maintaining district leadership involving the board and superintendent. The superintendent and board share the same primary goal, to improve education for the children and the community, resulting in high student achievement. In order for schools and superintendents to work effectively sufficient information must be provided.
14 CABE ENGAGES
(continued from page 1)
of hate language, was adopted overwhelmingly. A number of CABE resolutions were readopted, including: • Civility, which calls upon public officials at all levels of government to model civil discourse, and for school boards to provide opportunities for
The Journal – Connecticut Association of Boards of Education | May, 2022 students to develop their skills in collaborative engagement, conflict resolution, and consensus building. • School Safety and Crime Prevention, which calls upon Congress to provide greater and sustained resources for local programs that are critical to school safety, including school resource officers, school counseling, interagency
coordination, and mental health services. •F orced Separation of Children and Families urges the federal government to avoid practices that force the separation of migrant children and their families seeking entry or asylum into the United States, due to the traumatic and disruptive impact on the delivery of quality education was also readopted. Connecticut leaders were also involved in delivering numerous professional development opportunities during the Conference. •C ABE Deputy Director and General Counsel Patrice McCarthy served on a panel discussing Preventing School Violence at the Council of School Attorneys seminar.
• CABE Immediate Past President Don Harris, CABE Executive Director Robert Rader and Patrice McCarthy presented a workshop on “Modeling Civility in Your School District”. • Bob, Patrice and CABE Staff Attorney Conrad Vahlsing presented a workshop on “Ten Practices to Avoid Legal Liability”. • Lydia Tedone, CABE Past President and a member of the Simsbury Board of Education, continued her service on the NSBA Board of Directors representing the Northeast Region. Donald Harris served on the National Nominating Committee and Leonard Lockhart served on the Beliefs and Resolutions Committee.
Did You Know? For the price of CABE dues, your board and superintendent are eligible for: •C risis communication help; • S uperintendent search process workshop and written guide; and CABE VP for Government Relations Meg Scata (Portland) testified on a wide range of bills before the Education Committee.
• Webinars on various topical issues.
CSDE/RESC Alliance Increasing Educator Diversity Virtual Recruitment Fair Thursday, May 5, 2022 2:30-5:30pm Do you need help recruiting and retaining diverse educators and filling teacher shortage areas? The 3rd annual RESC Alliance Increasing Educator Diversity Virtual Recruitment Fair co-sponsored by the Connecticut State Department of Education will provide an interactive networking opportunity to help increase the racial, ethnic, and linguistic diversity of your workforce. This one-day event will give you access to educators throughout Connecticut and New England. Reserve your virtual booth online today at www.rescalliance.org/ied
Expert Solutions
The Journal – Connecticut Association of Boards of Education | May, 2022
Lisa Steimer
2022 CABE Journal Survey
Sr. Staff Associate for Professional Development and Communications, CABE
Earlier this year, CABE staff conducted a survey of CABE Journal subscribers in order to better understand how they read the Journal and what they would like to see in future issues. Frankly, there were few surprises in the 118 responses received. Ninety-four percent of those who receive the Journal, whether digitally or in print, read it. Of those who receive the Journal digitally 61.9 percent read it each month, while 24.8 percent don’t read it each month, and 13.3 percent answered “NA”. Those NA responses are those who receive the Journal in print only. When asked about their delivery preference, 48.7 percent preferred to receive the Journal digitally, 33.3 percent in print and 17.9 percent wanted to receive the Journal both in print and digitally. Comments about what to include in future issues of the CABE Journal included: • More information on educational issues being discussed at the state and national level and ways Board members can get involved; • Point counter-point articles; • Continued messaging about
Board/Superintendent relations; • Working with the community on
CABE President Liz Brown (Waterbury) and CABE Deputy Director and General Counsel Patrice McCarthy met with Rep. Joe Courtney on April 19.
DEI work; •F unding special education; and
15
•C ontinued concerns about our students’ and teachers’ mental health. We will continue to provide the Journal both digitally and in print until there is a greater spread in the delivery preference responses. As always, we strive for the CABE Journal to be a publication that is beneficial to all subscribers, particularly board of education members. With that in mind, we will work to incorporate new ideas in future issues. Thank you to all who participated in this survey!
The CABE Federal Relations Committee met with Alex Ginis and Kim Wachtelhausen of Rep. Jahanna Hayes Office on April 12. Pictured are Alex Ginis, CABE Deputy Director and General Counsel Patrice McCarthy, Sr. Staff Associate for Government Relations Sheila McKay, Executive Director Robert Rader, VP for Government Relations Meg Scata (Portland), NSBA Director Lydia Tedone (Simsbury), Kim Wachtelhausen, First Vice President Leonard Lockhart (Windsor), President Liz Brown (Waterbury), and Federal Relations Chair Becky Tyrrell (Plainville).
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The Journal – Connecticut Association of Boards of Education | May, 2022
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