The CABE Journal - November 2021

B C

www.cabe.org

Vol. 25, No. 10

November, 2021

How Do You Choose Your Board Chair?

State Board of Education October Meeting Sheila McKay

Sr. Staff Associate for Government Relations, CABE

Robert Rader

Executive Director, CABE

November is the month to remind us to be thankful for the many positive things happening in our lives.

Friend of Public Education Award to Be Given to SDE/DPH Team Robert Rader

Executive Director, CABE

Patrice McCarthy

Deputy Directory and General Counsel, CABE

At its September meeting, the CABE Board of Directors voted to bestow its 2021 Friend of Public Education Award on the “team” of State Department of Education and Department of Health staffers who have guided school boards, superintendents and other members of the school community on Tuesday morning webinars since August 2020.

CABE has awarded the Friend of Public Education Award thirteen times. Among those who have received it are: Theodore Sergi, Pat Luke, John Allison, Tom Mooney, Lori Aronson, Bob Frahm, James Comer, Betty Sternberg, George Coleman, David Nee and the Graustein Memorial Fund, Virginia Seccombe, Anne Bryant, Karissa Niehoff, Joe Cirasuolo, and Dianna Roberge-Wentzell.

In light of the special circumstances due to the COVID-19 virus, the Board wanted to provide the Award to a group of State employees who presented the Tuesday morning webinars and might not otherwise be so recognized.

During these times, one of the “bright lights” in cutting through the immense amounts of information we have gotten from the State (and others) has been the Tuesday morning State Departments of Health/Education webinars in which representatives of the two departments gave anyone who wanted to attend the latest information and answered questions for those in attendance.

Six hundred to a thousand Board members, superintendents, other school staff, members of the public, and CABE Staff listened in or watched the weekly ongoing sessions for the newest information and for questions and answers. The team’s clear, understandable messages helped all participants communicate with their constituencies.

The Award will be presented at See AWARD GIVEN page 2

inside

As part of a yearly request from the Office of Policy and Management, (OPM) the State Board of Education has submitted budget reductions to OPM in the amount of $1,234,461.

The ability to make these reductions were due to the use of ESSER funds to cover the Connecticut Writing Project, Bridges to Success and, Leadership, Education, Athletics in Partnership.

The Connecticut Technical Education and Career System (CTECS) will eliminate five positions and have a 10 percent reduction in overtime. The CTECS will also eliminate four School Resource Officers (some schools have two officers and other schools have local police/state trooper) and have savings associated with moving to a cashless system, eliminating the need for armored service pickup.

The State Department of Education (SDE) and 22 districts will be piloting a special education uniform data system starting in January 2022.

All districts will transition to the state established system in July 2022.

Districts will be utilizing this system at no cost. SDE has also created a parent portal. A new individual education plan (IEP) form will be included in the new system in July.

The Board was also briefed on the school bus driver shortage and district vaccine compliance. SDE is working with DMV to expedite certification of drivers.

From recent legislation changes, SDE is setting up new reading initiatives, including The Center for Literacy Research and Reading Success.

The State is reviewing reading curriculum and is appointing a council.

Additionally, the State will be assisting education preparation programs and training district staff. Ten new staff will be hired.

6

Diversity, Equity and Inclusion at Work

In the many years I have spent working for Boards of Education in New York and Connecticut, I have found one particular hallmark of a well-functioning, effective Board is an excellent Board Chair (or President in New York).

This has never been more true than as we continue to battle the COVID-19 virus, divisive issues coming forward and the opportunities and challenges of using new grant money, particularly from the Federal Government. Chairs, working with the Superintendent, need to help guide these actions and activities.

Board Chairs have an important role: the Chair sets the tone and direction of Board meetings (with the help of the Superintendent of Schools in setting the agenda), is key to the Board’s relationship with its chief executive officer (yes, the Superintendent), appoints members to the Board’s subcommittees and is often the spokesperson for the Board.

I bring the importance of the Board Chair up now because most Boards will hold elections this month and have new members, who must be properly oriented to their roles and responsibilities. In addition, many Boards will select new chairs in December and January. These two events will say a lot about how the Board will function in 2021-22 and beyond.

I have seen successful Boards who select their chairs based on their See HOW DO YOU CHOOSE page 10

7

Joint Statement Issued Calling for End to Threats and Violence

13

Letter to Board Members

2

The Journal – Connecticut Association of Boards of Education | November, 2021 PRESIDENT COMMENTARY

A Reflection Donald Harris President, CABE

In November 2019 I became the President of the Connecticut Association of Boards of Education for all school children in the State of Connecticut. I spoke that evening thanking my mentors, Richard Murray and Lydia Tedone and my family and friends for their support.

I promised that evening to roll up my sleeves to do the work that needs to get done. I talked about my goals that this new administration would focus on: • Developing a Strategic Plan that will focus on planning for the future; • Rebranding/public relations/ communications so that we can broadcast to every board member what CABE can do for them; and • Reactivation of the Diversity, Inclusion, Equity (DEI) Committee.

Less than four months later on March 8, 2020, Governor Lamont announced the first known COVID-19 case in the State of Connecticut. This was the beginning of a pandemic that would have a devastating effect on everyone associated with the education of our children, both public and private.

We knew exceedingly early in this pandemic that school as we have known it could not continue. Boards of education and superintendents, with guidance from the State Board of Education and the Governor, had to make massive curricular changes because of the contagious nature of COVID-19 to allow delivery of education to continue.

One of the changes we all had to deal with was adjusting to the use of a quite different vocabulary. Words that

became standard conversation were masks, person-to-person learning, virtual learning, distance learning, hybrid learning, and Zoom.

By the time we reached April most districts were in some form of virtual learning. They were all learning how to deliver instruction via Zoom while dealing with the compound issue of whether every student had a device to receive instruction. Along with the confusion of a pandemic, there were also questions of how to deliver instruction, how many students are not connected, and how to acquire cleaning supplies.

With all the confusion and changes that were occurring, school leaders were looking for support and advice from the Governor’s Office, State Department of Education, Connecticut Association of School Superintendents, and CABE. As President of CABE, I was proud to say that we put aside our member/non-member list and treated everyone that asked for support equally. Everyone was allowed to access our services, whether it was looking at webinars, getting onto the CABE Board Chair Listserv or calling our staff with various concerns.

Going back to the three goals that were set in 2019: Goal #1: We took the opportunity to meet prior to COVID-19 and developed and adopted a Strategic Plan. We still have some work to do to accomplish all facets, but are well on the way.

Goal #2: Was an effort to rebrand our image as an organization not only in the State of Connecticut but also across the country. With some cooperation from our neighbors in Massachusetts, we have created a video that highlights CABE along with the good work we are doing.

Goal #3: Was to reactivate our DEI (Diversity, Equity, Inclusion)

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 Committee which we created in 2015.

We formed a new committee, named Leonard Lockhart (Windsor) chair and brought on an excellent consultant. We have developed a survey, begun work with Affinity Groups and have done workshops with several boards.

My one regret is that we could not accomplish enough with the goals because of the pandemic, and yet I am so immensely proud to have had the opportunity to serve my fellow Board members.

Education has been a major portion of my adult life which began with my first teaching assignment at Bloomfield High School in 1967. I counted myself as extremely fortunate to be elected and serve as the President of CABE for the past two years. I want to say a grateful thank you to the CABE staff - Bob Rader, Patrice McCarthy, Nick Caruso, Lisa Steimer, Vin Mustaro, Cory Ucci, Gail Heath, Sheila McKay, Pam Brooks, Terry Demars, Nancy Propfe, Teresa Costa and Conrad Vahlsing. A special thank you goes out to Wilmarie Newton who very ably set up and produced our dozens of Zoom meetings and webinars.

I began my term as your President with a quote and I will end it with the same quote from the great Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.”

STATE BOARD MEETS

(continued from page 1)

CABE State Relations Chair and Area 5 Director Michelle Embree Ku (Newtown) speaks at the September 23 CCM, CEA, CABE, CAPSS, COST, AFT CT and CSEA SEIU Local 2001 on funding partnership needed to improve HVAC systems and assure acceptable air quality in Connecticut’s public schools.

the 2021 CABE/CAPSS Convention to Education Commissioner Charlene Russell-Tucker, Acting Commissioner of Health Deidre Gifford and the SDE and DPH individuals who helped run the webinar and provided important information to all who attended: Dr. Matt Cartter, Dr. Lynn Sosa, Thomas St. Louis, Lori Mathieu, and Dr. Richard Melchreit, John Frassinelli, Michelle Rosado, and John Khalil and Jessica Mirtle.

EXECUTIVE COMMITTEE Donald Harris | President, Bloomfield Elizabeth Brown | First Vice President, Waterbury Leonard Lockhart| Vice President for Government Relations, Windsor Bryan Hall | V ice President for Professional Development, East Hartford John Prins | Secretary/Treasurer, Branford Robert Mitchell | I mmediate Past President, Montville Christopher Wilson | Member at Large, Bristol Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Bryan Hall | Area 2 Co-Director, East Hartford Leonard Lockhart | Area 2 Co-Director, Windsor Joan Trivella | Area 4 Director, Woodstock Academy Mic helle Embree Ku | A rea 5 Director, Newtown Karen Kleine | Area 6 Director, Westport George Kurtyka | Area 7 Co-Director, Derby Robert Guthrie | Area 7 Co-Director, West Haven Lon Seidman | Area 8 Director, Essex Sean Nugent | Area 9 Director, Preston ASSOCIATES Julie Auseré | Associate, Canton Eileen Baker | Associate, Old Saybrook Ethel Grant | Associate, Naugatuck Ann Gruenberg | Associate, Hampton Robert Trefry | Associate, CT Technical High School System Elaine Whitney | Associate, Westport COMMITTEE CHAIRS Becky Tyrrell | Chair, Federal Relations, Plainville Meg Scata | Chair, Resolutions, Portland Michelle Embree Ku | Chair, State Relations, Newtown CITY REPRESENTATIVES John Weldon | City Representative, Bridgeport Ayesha Clarke | City Representative, Hartford Yesenia Rivera | City Representative, New Haven Andy George | City Representative, Stamford Charles Stango | City Representative, Waterbury STAFF

Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Nicholas Caruso | Senior Staff Associate for Field Services and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development and Communications 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 | November, 2021

CABE Affiliate Members BUSINESS AFFILIATES VALEDICTORIAN Connecticut Business Systems – A Xerox Company Finalsite SALUTATORIAN

Berchem Moses PC Shipman & Goodwin HIGH HONORS

Pullman & Comley HONOR ROLL Anthem Blue Cross and Blue Shield ESS JCJ Architecture Newman/DLR Group SCHOLAR Brown & Brown Chinni & Associates, LLC Coordinated Transportation Solutions Dattco, Inc. Goldstein & Peck, P.C. Kainen, Escalera & McHale, P.C. The Lexington Group Network Support Co. OneDigital Health and Benefits Perkins Eastman T-Mobile The S/L/A/M Collaborative Zangari Cohn Cuthbertson Duhl & Grello, P.C.

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services (ACES) Capitol Region Education Council (CREC) The College Board Communities in Schools Connecticut 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

3

EXECUTIVE DIRECTOR COMMENTARY

After Elections:

Less Divisiveness and More Unity?

Robert Rader

Executive Director, CABE

We have all just been witness to one of the most difficult election seasons in many years. While school boards have become the focal point of many divisive issues in the past (see desegregation, the McCarthy era, sex education, Common Core, etc.), the passion and anger demonstrated by some community members has been unsurpassed this year.

These are not ordinary times.

Across the country, we have seen some school board members harassed and intimidated. In a story entitled, What it’s like to be on the front lines of the school board culture war, NPR spoke to board members in a number of states and they all had the same basic story: “of being yelled at in meetings that are sometimes brought to a halt entirely; receiving threatening letters; being followed to their cars; and being photographed or filmed.”

The language used in many of these instances have been threatening: we know who you are and will get you. Threats in social media have been racist and anti-Semitic.

We have seen some protests in Connecticut, too: for example, some Board meetings have been disrupted and there was a policy committee meeting where police had to be called.

Who could forget the Governor’s Education Roundtable gathering where parent protestors, yelling epithets, forced the Governor and education leaders to end the meeting and followed him to his car, yelling at him…

Over masks? Really?

However, compared to the level of threats and disruptions in other states, Connecticut has done better. Board Chairs and Superintendents have done an excellent job in ensuring that their meetings remain orderly and have provided helpful recommendations to each other in order to allow members of the community to have their say in public comment and for the meeting in public to continue without disruption.

One of the most helpful additions to the information that CABE has provided was a workshop held on Board Chair Leadership in Divisive Times. At that webinar, Patrice McCarthy provided tips on ensuring board meetings

remained orderly and Cheshire Board Chair Anthony Perugini and Superintendent Jeffrey Solan discussed their experience when the Board’s public comment turned into a long series of attendees complaining about the mask mandate. It is available at https://www.cabe.org/page.cfm?p=1525.

Sources of Conflict

We understand that in the period before elections there is likely to be an increase in division in communities and on school boards. We have seen this before. However, this anger that we are seeing is something new.

Where is this anger coming from?

• We know that some politicians and others have been pushing the idea that critical race theory is being taught in the schools. It’s not. Diversity, equity and inclusion (DEI) is being taught in our schools so that students will understand the struggles that others have gone through. Students are learning about all race’s contribution to OUR American story. For our history to be complete, it is critical that our children and their children understand how all Americans got to where they are. Anything less omits history we need to know to understand where we are going.

• We know that many parents are concerned that their children must wear masks in school. They suggest that masks impede students’ learning and restrict their breathing. Our answer to this is that Boards must follow any Executive Order as it has the force of law and Board Members are agents of the State. Second, from what we can see, the Governor is following health experts’ recommendations. Studies have consistently shown that masks do not impede students’ learning or their breathing. Surveys also have shown that most parents are okay with their children wearing masks.

• We know that a sizeable population in Connecticut have reasons for not wanting to vaccinate and that their strong feelings on politics may have influenced their thinking.

Vaccine mandates are seen as dictatorial. People are frustrated and tired of COVID-19 and want to move on with their lives (who doesn’t?).

These three issues have become mixed together on social media and on our airwaves. Some candidates for

boards have used these three issues as the basis for their candidacies. We are only days away from going to the polls and we can expect some of them to win their elections.

We have also seen some experienced, thoughtful board members deciding not to run for reelection because of the toxicity of public service. Certainly this nasty brew of incivility, confrontation and intimidation are not a recipe for attracting excellent board members or superintendents, for that matter.

Boards and Superintendents

Once new board members are elected, I urge boards, led by their chairs and superintendents, to provide comprehensive orientation to new board members, regardless of their politics and ideology. They will need to learn about the policy manual, bylaws, FOIA and how they can get issues on the agenda.

In addition, they need to understand that social emotional skills are critical to being a successful board member. Now they are members of a team that must work together to accomplish its goals. They might have been elected with one issue on their agenda, but, they must build coalitions on the Board to succeed.

Help them understand the culture of the Board. Let them know that you have expectations of all board members. Remind them that Board members only have authority when they are at the Board table.

In addition, I hope you will encourage them to attend our December 8 New Board Member and Experienced Member Workshop. Here they will get an overview of their roles and responsibilities, laws that affect boards and get to network with other board members.

I wish you luck in your elections and look forward to a period of less divisiveness and more unity.

We all need it!

4

The Journal – Connecticut Association of Boards of Education | November, 2021 See You in Court – The Nutmeg Board of Education

A Board Meeting is Disrupted in Nutmeg 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 members of the Nutmeg Board of Education hadn’t paid much attention to the curriculum over the years. But that changed this year. Nutmeg parents have started challenging the Board during Public Comment with complaints about the curriculum.

Some parents have complained about comments by teachers in class that they viewed as overtly political, and other parents questioned what Nutmeg students are being taught about American history. While most comments have been civil, a few parents have crossed the line.

At the Board meeting last week, for example, one parent accused the Board of abrogating its responsibility to oversee the curriculum. “Who in pluperfect Hell do you people think you are?” asked the parent. He then pointed at each Board member individually, “You! You! You! You! and You! I am watching each of you, and I will hold you accountable!”

“Point of order, Ms. Chairman!” said veteran Board member Bob Bombast. “This guy is threatening us, and you should rule him out of order.”

“It’s not a threat,” responded the parent, “it is a promise. I will hold the Board members responsible if Nutmeg teachers indoctrinate my children in their leftist views.”

Bob was not done, but this time he addressed his fellow Board members.

“I am sick and tired of getting tagged for something over which I have no control. Board members don’t have any expertise in curriculum matters; we have enough to do just to make sure the accounts balance each month.

I move that Public Comment not be permitted on curriculum matters.”

Fellow Board member Mal Content piped up. “While I think that some of the comments by these parents are crazy, I think that the Board should exercise some oversight over the curriculum. Why don’t we create a committee or something?”

Bob shot back, “The last thing we need is another committee. We shouldn’t let these loud-mouthed parents push us around! If they don’t like the Nutmeg curriculum, let them send their child to some parochial academy

or something!”

With that, some of the parents stood up and started chanting, “Bob must go! Bob must go,” making it impossible for the Board to continue with its agenda.

“Point of order!” Bob shouted over the din. “These people are threatening me again!” At this point, Ms. Chairperson realized that she had to do something to restore order, and she banged her gavel several times and announced loudly that she was clearing the room.

As district staff started to shoo the spectators out of the Board room, Nancy Newshound from the Nutmeg Bugle protested, claiming that she has the legal right to remain in the meeting. But the staffers were unmoved, and Nancy soon found herself in the hallway.

When the room was finally cleared and the Board members could again hear themselves think, Ms. Chairperson reconvened the meeting. “Now where were we?”

Mal Content renewed his suggestion that the Board create a committee.

He explained, “I know that we Board members don’t know much about curriculum, but a Board committee would be a way for us to provide some oversight and quiet these people down.”

After listening again to Bob’s objections, the Board voted to create a curriculum committee. Was that a good idea?

• • • • • • • • • • • • • Creating a curriculum committee is not just a good idea for boards of education. It is a legal requirement.

Conn. Gen. Stat. § 10-220(e) was enacted in 2008, and it provides: (e) 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.

Given the responsibilities of this committee, the members of that committee should be educators because such committees write curriculum for the district, an exacting job that requires professional expertise. However, it is perfectly appropriate (and these days advisable) for the superintendent to provide board members regular reports on the work of the curriculum committee and any other information board members may request.

Sadly, the problems that the Nutmeg Board of Education has experienced during public comment are not unique to Nutmeg, and some boards of education in Connecticut have had to deal with disruptions to their meetings. In the first instance, intemperate

shouting and personal attacks are a violation of parliamentary procedure, and any board of education member has the right (and arguably the responsibility) to call a point of order to bring the violation to the chairperson’s attention so that he or she can rule that person out of order.

Bob went too far, however, in proposing that public comment on curriculum matters not be permitted. Boards of education are not required by law to permit public comment at their meetings. But if they do (as presumably all boards in Connecticut do), they create a forum for free speech protected by the First Amendment. Reasonable regulation as to time, place and manner of speech is allowed, permitting the prohibition against personal attacks, vulgarity, shouting and the like. Moreover, a board of education can certainly establish the scope of a forum it creates – a public hearing on the budget, for example, can be limited to comments about the budget. However, once it creates a public forum for speech, a board of education cannot otherwise discriminate and allow only certain viewpoints to be expressed.

In extreme cases, boards of education may have to deal with disruptive actions that make it impossible to conduct their business. Since its inception,

the Freedom of Information Act has included a provision permitting public agencies to deal with disruptions at their meetings. Specifically, the FOIA permits public agencies to clear the room in extreme cases: In the event that any meeting of a public agency is interrupted by any person or group of persons so as to render the orderly conduct of such meeting unfeasible and order cannot be restored by the removal of individuals who are wilfully interrupting the meetings, the members of the agency conducting the meeting may order the meeting room cleared and continue in session. If such person or group of persons is attending such meeting by means of electronic equipment, as defined in section 1- 200, the members of the public agency may terminate such person’s or group of persons’ attendance by electronic equipment until such time as such person or group of persons conforms to order or, if need be, until such meeting is closed.

Only matters appearing on the agenda may be considered in such a session.

Duly accredited representatives of the press or other news media, except those participating in the disturbance, See SEE YOU IN COURT page 12

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 | November, 2021

5

It’s Personal Relationships fuel success.

We earn your trust by taking your success as personally as you do.

However you define value, Shipman delivers.

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.

It all adds up to a relationship that delivers added value for each of our school district clients.

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 Shipman & Goodwin LLP

Connecticut | New York | Washington, DC | www.shipmangoodwin.com

6

The Journal – Connecticut Association of Boards of Education | November, 2021

Diversity, Equity and Inclusion at Work Robert Rader

Executive Director, CABE

I decided to take an online course at eCornell last summer on diversity, equity and inclusion to have a better underpinning for the work that CABE has been doing in this area to continue my learning and going back to my alma mater, even if it’s only digitally.

There is always more to learn and, as I told people at the August CABE Summer Leadership Conference, I have been on this personal journey in this area for many years.

I got the chance to network with people from all over the world, in all kinds of industries and positions who were taking this course. I found much content worth examining and thinking about. I don’t necessarily agree with all I heard or learned and not all was easily transferable to the work of boards of education, but, I got a lot out of hearing the concepts and trying different lenses than I usually had. I found I got the most out of a symposium at the end of the module on Diversity and Inclusion.

The symposium began with a lecture by Dr. Lisa Nishii of the School of Industrial and Labor Relations, who spoke about a theory of inclusion at work. She stated that examining inputs and outputs at work can explain how people often felt in their jobs.

It’s an interesting way to look at these issues: if an employee puts in a lot of effort and doesn’t get rewarded, it’s demoralizing to that employee.

That’s obviously not a new concept, but, if you add in “multipliers” to the inputs, such as assumptions of competence (due, for example, to having “privilege”, going to good schools and having good mentors), it is more probable that even a person who does not give their best can be rewarded.

Others, who might be people who have faced systemic barriers in their lives, possibly in how they were hired and at work, pay a “diversity tax”, rather than receiving the benefit of those multipliers. They do not start at the same point as others, so “equal” support when they get to the job may not be enough.

“Persistent experiences of inequity

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

erodes the psychological meaningfulness of work” and leads to employees having less motivation. “Racial battle fatigue” is the “unfair mental, psychological strain” that leads to anxiety and stress, mood swings and other mental and physical ailments. The higher the employee’s perception of equity, especially in relation to how she is treated in comparison to others, “the more motivated they will be to do a good job.”

In addition, one of the speakers stated that those who perceive inequities on the job are three times as likely to say they’re planning to leave the job within the next year.

Teachers of Color

These points caused me to think about the difficulties faced by teachers and administrators of color. Even after getting the job, does the teacher or administrator receive the support needed to ensure the inputs are higher than the outputs? Are we finding ways to retain these employees as they face anxiety and stress? Are there extra burdens (such as becoming disciplinarians because of their backgrounds) on some teachers or administrators?

Are we remembering that many employees have faced systemic barriers even before they started?

I guess that question is not only related to those of color, but, all those working in our schools.

The Symposium then moved to other DEI issues, taught by other facilitators. Here are just few of those points that I found particularly worth considering: • Intersectionality describes how people are in more than one group, for instance, a black woman, is in at least two, being black and being a woman. This is particularly important as we consider the needs of various students — a black female student who is gay would certainly have different needs than a black student who is “straight.” We all have many layers and that is important to keep in mind as we work or, as board members govern, with others.

• Equity across generational lines is not something often discussed.

However, even as the workforce ages, there is “ageism” in the workplace. 78 percent of older workers believe they have seen or experienced discrimination based on age.

How do we bridge this gap?

Speakers gave these recommendations:

1. Celebrate different communication styles; 2. Encourage collaborative learning; 3. Provide mentoring opportunities; and, 4. Foster belonging of all.

• There is a need to develop equity measurements in the workplace, to enable employees and others to know whether progress is getting made. Inequitable processes in the workplace are costing companies and others billions of dollars a year.

• Many LGBTQ+ employees remain “closeted” at work, decreasing their productivity by as much as 40 percent and making these employees 13 times as likely to quit.

• Ability equity is a new term for determining if a person is able to do certain work. Twentysix percent of Americans have some type of disability, often invisible and there is a 40 percent gap between those with disabilities and those without in “employment outcomes”.

Takeaways

Some of these concepts are fairly new and not yet commonly considered in the workplace or in our schools.

However, having a window on rapidly evolving DEI issues and the latest teaching on these matters can provide us with a better understanding of what the future will bring.

As our districts are often the largest employers in our communities, knowing what is occurring in businesses around the world can be a big help in understanding and preparing for the issues our students will face as they enter the global marketplace.

People in the News CABE President Donald Harris (Bloomfield), Superintendents James Thompson (Bloomfield), Terrell Hill (Windsor), Ilene Tracey (New Haven), Michael Conner (Middletown), and Board Member Ayesha Clarke (Hartford), were recently named awardees by the Connecticut NAACP for the 2021 100 Most Influential Blacks in the State of Connecticut. Congratulations!

The Journal – Connecticut Association of Boards of Education | November, 2021

7

NSBA, AASA Issue Joint Statement Calling for End to Threats and Violence Around Safe School Opening Decisions Alexandria, Va. – September 22, 2021 – The National School Boards Association (NSBA) and AASA, The School Superintendents Association, and released the following statement today in response to increasingly tense public forums and online discussions related to safe school openings amid the enduring COVID-19 pandemic.

AASA and NSBA: “As the COVID-19 pandemic continues to impact everyone, we are concerned with the increasing reports of our members — school superintendents and school board members — who are working to ensure a safe reopening of schools while addressing threats and violence, and being undermined by those who do not agree with their school guidelines for COVID-19 best practices.

School leaders across the country are facing threats because they are simply trying to follow the health and scientific safety guidance issued by federal, state, and local health policy experts.”

Chip Slaven, interim executive director and CEO, NSBA: “School board members must be allowed to act in their students’ best interests,

or we risk losing the progress we have made. School board members around the country are doing everything they can to keep our students in classrooms and protect them while they are there. They are consulting with health experts, studying state and local caseloads and vaccination rates, and talking to parent and community members about the safest way to have students back in school buildings. School board members are our neighbors. They attend our churches and shop at our grocery stores. They have children in the public education system and share the same concerns as the communities they represent.

Doing what’s best for each child in their school district is at the heart of every decision a school board member makes. But for their hard work, school board members, superintendents, principals, teachers and others who work in service to our students are being subjected to online and in-person threats, abuse and harassment. This must stop.”

Daniel A. Domenech, executive director, AASA: “The work of school

superintendents and board members, whose job is to run and operate a school system, have faced countless new challenges throughout the last 20 months. Leading these schools during a global pandemic is an enormous task, one that is unnecessarily complicated when adult tempers flare.

The work to open schools and the discussions at school board meetings are focused on a goal we all support: getting and keeping our kids safe in school. We oppose the increasingly aggressive tactics creeping into board and community meetings, and we cannot let frustrations and tensions evolve into name calling and intimidation. We will never back down from the importance of freedom of speech, but we cannot—and will not—tolerate aggression, intimidation, threats and violence toward superintendents, board members and educators.”

Viola M. Garcia, president of NSBA; trustee, Aldine Independent School District, Houston, Texas: “School board members are used to heated meetings and interactions around difficult decisions like hiring

a superintendent, passing the budget, or school redistricting. Disagreements and heated opinions are ok.

Shouting contests, harassment, abuse and threats—both online and in-person—are absolutely not. School board members want to hear from the communities they serve, especially during this critical moment in the pandemic.

But community input must remain respectful and civil, even if it is in opposition.”

Paul Imhoff, 2021-22 president of AASA; superintendent, Upper Arlington Schools, Upper Arlington, Ohio: “The number one priority for school superintendents and school board members is to keep students safely in school and engaged in in-person learning. Leadership requires tough decisions and uncomfortable conversations, and we are confident in the ability of superintendents and school boards to continue to work tirelessly to ensure we can keep students safely in school — learning, growing and thriving.”

8

The Journal – Connecticut Association of Boards of Education | November, 2021

THE POLICY CORNER Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

Improving Parental/Family Engagement with School Districts The ongoing pandemic has resulted in one positive outcome, namely an increase in the number of parents/ guardians being engaged with the teachers and staff of their local school system. Due to the exponential rise in the use of remote learning, parent involvement became a lifeline between teachers and school administrators and students and their families.

Increases in attendance for parent meetings and for parent-teacher conferences have been noted in school districts across the country, including in Connecticut. It has become possible for parents and other adults at home to attend district information sessions pertaining to the schooling being provided at their convenience.

Alyson Klein, in Education Week, stated, “In many places, communication between schools and parents is turning out to be one of the bright spots in an otherwise chaotic and uncertain era of education. And it is a golden opportunity for schools to push parent engagement to a higher level this year and beyond.

Karen Mapp, a senior lecturer at the Harvard University Graduate School of Education, has studied the interactions between schools and parents. In looking at the past Pandemic-influenced school year, she indicated, “Family engagement had to move to the top of the priority list now because no learning, no teaching, no education is happening without communication with families. So now you’ve gone from something that was low priority to something that is probably right at the top.”

The priority shift has been evident in a survey conducted by the EdWeek Research Center. According to the survey, more than three quarters of educators said that parent-school communication increased during the Pandemic. Further, 37 percent of the survey respondents said it increased “a lot.”

Klein, in discussing parental engagement, reported that educators think better parent communication had big benefits for student achievement. Seventy-nine percent of the educators surveyed by the EdWeek Re-

search Center said that the upswing in communication had a positive impact on academic outcomes.

The pandemic caused the content of the communication to change.

Mapp said the change was due to the placing of a greater focus on children’s individual learning needs because parents became a large part of supporting classroom instruction. “The conversations switched away from discipline and ‘this is what your child isn’t doing’ to “here’s what we can do together to make sure that your child continues to learn and grow,’” Mapp said.

In Education Week, Alyson Klein reported that the unusual circumstances of the health crisis meant it isn’t just the helicopter parents who have the means and hover over every aspect of their children’s academic and personal lives who are connecting with teachers and administrators more. She reports that “Parent communication is up among some of the most vulnerable group of students, whose parents are typically the hardest to reach, according to a separate survey conducted this spring by Rutgers University of 1,000 parents with children between the ages of 3 and 13, and total household incomes below the national median of 75,000 annually.” The increases were evident with the parents of Black and Hispanic students. Such parents reported more confidence in helping their children with schoolwork than they did before the pandemic.

This increased engagement has resulted in parents having better knowledge about what goes on in their child’s school. Through remote learning options, such as Zoom, they are now close to the classroom instruction or have the ability to log into a district-provided management system to help with assignments.

The Rutgers survey indicated that sixty-two percent of the surveyed parents said they have a better picture of their child as a learner than they did before the pandemic, including their academic strengths and weaknesses.

Two-thirds reported that they have a stronger sense of what their child is learning in school.

The challenge, now that school

districts have returned to full-time in-person learning, is how to retain these strengthened communication bonds. “After all, it’s hard to replicate the experience that parents had when family living rooms literally became classrooms,” reported Klein. The goal is now to be able to sustain that level of cooperation.

Monica Roberts, the chief of community, family and community advancement for the Boston Public Schools remarked, “We have to be thinking, how do we allow families to participate from the comfort of their home, not having to travel, not having to take the additional time to do some of that work?” She sees the need for school districts to make some structural changes to maintain a desired level of parental involvement in the situation in which schools are in an in-person mode of instruction.

Most parents can’t just take time off to sit in their child’s classroom and collaborate closely with educators as they did during remote learning. The changes could include a virtual option for parent-teacher conferences and back-to-school nights with a virtual option. Such changes indicate to families the willingness of schools to meet them where they are.

As we move forward in order to build and sustain an increased level of parent engagement, districts must be willing to put the necessary resources and support behind the task in order to avoid moving back to the largely ineffective pre-pandemic approaches.

Policy Implications

Considerable experience and related evidence indicates that meaningful involvement of parents, guardians, and other care-givers in the schooling of children significantly improves the quality of education. Boards recognize that closer connections of parents and others responsible for the home care of the children with the schools can result in enhanced academic performance, improved behavior, and reduced absenteeism.

Parents, guardians, and care-givers of students must be encouraged to take an active role in the education of their

children. Further, the professional staff must take whatever steps necessary to facilitate a broad variety of opportunities for parents to connect frequently with the schools in which their children are enrolled, and with the overall school system.

C.G.S. 10-221(f) requires boards of education to develop, adopt and implement written policies and procedures (administrative regulations) to encourage parent-teacher communication. The statute further indicates that this may include monthly newsletters, required regular contact with all parents, flexible parent-teacher conferences, drop-in hours for parents, home visits and the use of technology such as homework hot lines to allow parents to check on their children’s assignments and students to get assistance if needed. The law was amended in 2010 to require school districts to conduct two flexible parent-teacher conferences for each school year.

The General Assembly concurs with the need to achieve and sustain a higher level of parental engagement and amended this statute. P.A. 21-46, §14, requires school districts, beginning with the current school year to (1) offer parents the option of attending any parent-teacher conference by telephone, video conference, or other conferencing platform (i.e., remotely); (2) conduct (a) one parent-teacher conference, in addition to the two per year previously required, during a period when the district provides remote learning for more than three consecutive weeks, and (b) one additional parent-teacher conference every six months after that if sessions continue to be provided virtually; and (3) request the name and contact information of an emergency contact person who may be contacted if the parent cannot be reached to schedule a parent teacher conference required if the district is providing virtual learning.

Policy #1110.1, “Parent Involvement” and its accompanying administrative regulation have been updated to reflect the latest statutory changes.

The Journal – Connecticut Association of Boards of Education | November, 2021

9

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

10 HOW DO YOU CHOOSE

(continued from page 1)

geographic locations (voting districts) within the school district; longevity on the Board; “turn-taking” (whose turn is it?); mayoral selection (including selecting themselves); who got the most votes in the most recent election, or, most common in Connecticut, based on which political party got the most votes. I have even seen a New York district that is quite successful, where they take turns by voting districts, based on an old “gentlemen’s agreement.”

Boy, that sounds arcane.

There is no right or wrong answer as to the “best” practice in selecting your board chair. However, here are some characteristics that should be considered in determining who will be most effective in the role: • Ability to develop strong relationships between him/herself and the other members of the board and the superintendent. According to Leading Leaders, by Jeswald Salacuse, the best way to do this is to privately spend time with each individual board member and the superintendent. The board chair should work towards understanding others’ interests, whether or not they are school-related.

Taking the time to learn about the member’s family, why he or she ran for the board and what motivates

The Journal – Connecticut Association of Boards of Education | November, 2021 them will help ensure that the board member contributes to the overall work of the board in the most effective way. Salacuse says that “interests drive actions”. Therefore, the chair who understands where the other board members are “coming from”, increases the chance of success in developing agendas, budgets and taking other action.

• Ability to collaborate with members of other political parties.

CABE always encourages boards to “leave their political affiliations at the door to the Boardroom.” Once selected, the Board Chair should be able to work with others on the Board without regard to political affiliation.

• Maintain a good relationship with other elected officials. I have seen the proposed budgets of Boards receive a very negative response when it is presented to the town council because of political differences and personal animus.

• Understand the Bylaws of the Board and enough of Parliamentary Procedure to ensure smoothfunctioning meetings. Aim for consensus and understand when that may be impossible. If the Board is split on some decisions, that does not necessarily indicate poor work of the Chair. Board members come with different perspectives and desires.

If all were the same, we’d only need one Board Member.

One good “rule of thumb” that indicates how well you are leading the Board and Superintendent is use of the word “I”. The more you use it, the less effective your Leadership Team may be.

Remember that the chair will serve as a lightning rod for the decisions that the Board makes. Much like the Superintendent, the position does have drawbacks. In the age of social media, not everyone (by a long shot) will be civil or understanding of your leadership.

Anyone who has watched communities divide over issues like whether to reopen schools or whether children should wear masks, knows of the incivility and anger that often characterizes public opinion. In some cases, whichever way the district goes, it seems like half the community will applaud and the other half will jeer.

I hope in your district that the applause (and the silent majority) will overcome the jeers and trust that you are making the best decisions you can under the circumstances.

How long should a chair serve in that position?

Again, there is no right or wrong answers. Stability is important for the Board and district, but the most important consideration is whether that particular person remains effective.

So, the board chair has a role beyond just doing his or her best in

running efficient, orderly and thoughtful meetings. The job is also coach, cheerleader, mentor and coordinator.

That is why it is critical that the chair is chosen in a fair process, ensuring that the person with the best leadership abilities gets the position.

The person represents the whole board and serves as a model for other Board members, faculty and students.

Orientation for New Board Members

One of the most important roles for the chair is to ensure that the new members are provided with an in-depth orientation which will help them “hit the ground running”. I urge chairs to make sure this occurs in your district AND to attend (or have another experienced board member and/or the superintendent) our New Board Member Leadership Orientation on December 8. There will be important information for both new and experienced board members about succeeding as a Board Member and how CABE can help.

CABE also provides a booklet, Who’s in Charge (order from https:// www.cabe.org/page.cfm?p=1255&pback=1261), which contains a lot of material on best practice for board chairs. It also includes much wisdom from former and current chairs.

See HOW DO YOU CHOOSE page 12

The Journal – Connecticut Association of Boards of Education | November, 2021

11

CABE: Working for YOU

Individualized Workshops | Professional Development Opportunities Legal Services | Policy Services | Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month.

We did this:

y providing opportunities B for members to learn how to better govern their districts: z Facilitated Board Retreat for the Hamden Board of Education. z Responded to 92 requests for policy information from 33 districts and four out-of-state school boards’ associations, providing sample materials on 54 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 COVID-19 staff vaccination mandates, remote meetings of boards of education, security, sexual harassment, special education and discipline.

y helping school boards to B increase student achievement: z Sent two issues of “Policy Highlights” via listserv covering topics that affect student achievement. Included topics pertained to parental notification requirements, the impact of smart phones and social media on student wellbeing, tutoring, special education, mask mandates, and student suspensions.

y ensuring members reB ceive the most up-to-date communications: z Met with Southern Fairfield Superintendents. z Hosted Alliance Districts meeting. z Met with New Canaan Board of Education to discuss the legislative process and recent legislation.

zP articipated in a virtual meeting with Westbrook pertaining to how to navigate the posting of its online manual, hosted by CABE. zR evised the new Staff Vaccination Policy to address changes based on a new Governor’s Emergency Order.

y promoting public B education: zD iscussed strategic planning for boards of education with Sacred Heart University aspiring administrators class. zP articipated in Board Chair CheckIn and Update virtual meeting at which John Hipaher (COSTA) spoke. z Attended CAPSS Board of Directors Meeting. zP resented three Board of Education Candidate webinars. zM et with Norwalk staff to discuss School Governance Council training. zM et with Oliver Ellsworth School (Windsor) School Governance Council President to discuss training.

y providing services to B meet member needs: zP rovided staff support to CABE Nominating Committee. zC ompleted the audit of the policy manual of the Union Public School District. zC ompleted the first phase of the special audit process for North Stonington. z Provided a policy services presentation to the Branford Policy Committee. z Completed a draft of the November Policy Update Service publication.

z Prepared materials, as part of the Custom Policy Service, for Region #15.

zR evised policies, as part of the Custom Update Policy Service, for East Hampton, Ellington, Gilbert School, Marlborough, New Fairfield, North Stonington, and Westbrook.

z Revised policies in the master resource file of policies and in the online Core Manual.

zR esponded to inquiries from members regarding contract negotiation and board meeting issues.

y attending Professional B Development to strengthen staff knowledge and skills. z Attended Massachusetts Association of School Committees (MASC) workshop on Critical Race Theory (CRT). z Attended Association Laboratory webinar. z Attended eCornell workshops on DEI issues.

z Attended Sheff Coalition meeting on Critical Race Theory. z Participated in meeting of Connecticut Partners (SDE, CABE, CAPSS, CAS, CEA, and AFT-CT). z Met with CEA President Kate Dias and Executive Director Don Williams on mutual concerns. z Attended State Board of Education meeting. z Participated in CAPSS International Education Committee meeting.

z Attended NYSSBA webinar on managing meetings in divisive times.

z Participated in Social Emotional Learning Collaborative meeting.

z Attended NSBA COSA webinars on legal issues with student technology use.

z Met with NSBA State Associations’ Counsel virtual meetings.

z Attended NSBA webinar on student speech. z Attended COSA webinars, topics included student cell phone searches and students’ off-campus speech. z Attended weekly meetings of DPH/ SDE. z Attended Shipman & Goodwin webinar, 2021 Education Legislation Summary. z Attended SERC webinar about Section 504 of the Rehabilitation Act. z Attended Ethics in Public Relations webinar provided by the National School Public Relations Association (NSPRA).

y representing ConnectiB cut school boards on the state or national level: z Attended Commissioner’s meeting with Superintendents on FAQs on vaccination requirements. z Participated in WhatWillOurChildrenLose discussions on school bus driver shortages. z Attended NSBA Liaison Committee meeting. z Worked with the Connecticut Conference of Municipalities, CAPSS, CASBO and CAS on HVAC funding for schools and participated in press conference. z Attended Greater New England Alliance of Black Educators virtual conference A Call to Action: Promoting Social Justice in Education!

z Met with CAPSS Executive Director Fran Rabinowitz on mutual concerns. z Provided legislative update at CREC Council meeting. z Participated in Special Education State Performance Plan meetings. z Attended meeting of the Connecticut Commission for Educational Technology. z Met with NSBA Convention Managers group. z Attended Discovering Amistad Board of Directors meeting. z Shared policy information to four out-of-state school board associations. z Participated in meeting of group forming the New England chapter of the National School Public Relations Association (NSPRA).

y helping districts B operate efficiently and conserve resources: z Posted policies online, as part of the C.O.P.S. Program for Avon, Bethel, Bolton, Chaplin, Danbury, East Hampton, Gilbert School, Killingly, New Fairfield, North Stonington, Norwalk, Portland, Voluntown, Westbrook, and the CABE Core Manual.

12

The Journal – Connecticut Association of Boards of Education | November, 2021

BOARD CHAIR

SEE YOU IN COURT

(continued from page 10)

(continued from page 4)

Board chairs: you make a huge difference in your districts. Your leadership can significantly determine whether the students thrive in your schools.

Make sure that you carefully, thoughtfully and clearly consider your roles and responsibilities. You are in the best position to leverage the work of your board and leave a legacy of success for the board, your community and, most importantly, for your students.

shall be allowed to attend any session held pursuant to this section. Nothing in this section shall prohibit such public agency from establishing a procedure for readmitting an individual or individuals not responsible for wilfully disturbing the meeting.

Conn. Gen. Stat. § 1-232. Interestingly, Section 153 of the Budget Implementer Bill (June 2021 Special Session, Public Act No. 21-2) added the language above that permits a public agency to terminate the rights of persons attending a meeting by

electronic means.

This extreme power should be exercised sparingly, only in response to a serious disruption that makes it impossible to restore order and proceed in public session. Faced with disruptive conduct, the chairperson should call a recess and to warn the public when reconvening that such conduct will not be permitted and that continued disruption will result in clearing the room. Then the chairperson should do so only if it later becomes necessary.

Finally, Nancy Newshound had a good point. The statute expressly provides that “Duly accredited representatives of the press or other news

media, except those participating in the disturbance, shall be allowed to attend any session held pursuant to this section.” Since Nancy Newshound was not causing trouble, she should not have been excluded from the meeting.

Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal. Shipman & Goodwin is a CABE Business Affiliate.

CREC has added

eRate Consulting

For an update or more information on vacancies go to our website:

to our Cooperative Purchasing Portfolio These vendors can help you get the most out of your eRate and other federal funding:

https://www.cabe.org/ page.cfm?p=1176 MARY BRODERICK, ED.D SENIOR CONSULTANT

For more information contact

CABE Search Services

81 Wolcott Hill Road, Wethersfield, CT 06109

860-608-1763

Equal Opportunity Employer

Expert Solutions

For more information, visit www.crec.org/marketplace

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 | November, 2021

13

Letter to Board Members

Dear Colleague, As the saying goes, “Are you having fun yet?”

These comments are offered as Connecticut districts attempt to deal with a multitude of diverse issues, including mask and vaccination requirements, inclusive curriculum and public meetings.

The argument is often made these days that people have seemed to have lost the ability to think properly. Usually we are referring to the other guy!

“I’m right and you’re wrong” “You’re right and I’m wrong” “We’re both right” “We’re both wrong” “We both have good arguments but no agreement” Why is it that you often seem to pick the first response? Guess what?

The person on the other side is likely picking response number one regarding your position too! You both want to resolve whatever the issue is and move on.

How about considering some things to do or not do from some “Been there; Done that” colleagues?

1. Respect your opponent as deserving a strongly held belief in the issue at hand. You want the same for you. Calling your opponent a jerk in the pocket of some politician or public servant and dismissing him/her feels good, but does nothing to move the ball.

2. Stick to the issue at hand. No personal attacks. Nasty things are easy to say but often difficult to take back.

This is especially true in today’s electronic environment. Write that nasty blog post! It made you feel better! But now do not immediately post it. Save it for tomorrow. Tomorrow read it again after a good night’s sleep. Ask yourself;

Does this help me “get to yes” or rather convince my opponent that I’m the jerk?

3. Force yourself to listen. It’s not easy as you’re right and they’re wrong!

Or are they? What is their argument?

Can you respond with cogent points supporting your position?

4. Always allow for graceful retreats for both parties.

5. Search for reasonable compromise. Remember the old saw from labor negotiations. “If both sides are unhappy, we must have a good agreement.”

6. Identify, understand, and cool off your allies.

7. Try to know just who your opposition is and what motivates them.

Respect it.

8. Try to understand the “why” of their advocacy.

9. If you make a mistake admit it.

To err is human. (We’ve even made a few ourselves) 10. Some don’ts: Don’t preach.

Don’t patronize. Don’t try to act like the opposition. Stay away from religion. Don’t blame individuals or their political party.

11. Some dos: Separate your personal feelings from the issues at hand. Be governed by the law and regulations. Act professionally like the school board member you are!

By the way, that school board member colleague usually sitting next to you at meetings is likely to benefit from some empathy as well. A well-directed smile and words of support will pay dividends for both of you! You may even get a smile in return.

As a membership organization, CABE takes positions on issues only if a majority of its members vote for them. That’s what the annual Delegate Assembly is all about. While it may be

frustrating not to have CABE supporting your views on masks, for example, that’s what democracy is all about! Remember, CABE is also not endorsing your opposition’s position either.

Several years ago the CABE Delegate Assembly adopted the following resolution addressing civility: “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.”

The National School Boards Association subsequently adopted the same resolution. It is good advice – especially today.

The Connecticut State Legislature has authorized the Executive branch (Governor Lamont) to continue to act as it sees fit in responding to Federal executive mandates and guidance. Concerns about Executive

Orders should be directed to his office.

The federal government executive branch (President Biden) (while it has control of the military and government employee mandates) has no constitutional authority to direct state activity. He must use his bully pulpit or convince the Congress to act. Our congressional delegation needs to hear from you or your constituents need to hear from you.

Members of the public must be led to understand that if your Board’s power to act is limited by a state or federal mandate, that you cannot act independently. They must complain to those who can effect change.

Cordially, Cal Heminway, Past President, CABE This letter was endorsed by the following CABE Past Presidents: Bob Mitchell Ann Gruenberg Richard Murray Lydia Tedone Mary Broderick Pat Luke

Ideal for school districts, municipalities, state agencies and other public agencies!

Understanding Connecticut’s Freedom of Information Act Fifth Edition

By Mark Sommaruga, Esq., Pullman & Comley, LLC

CREC RESOURCE GROUP Providing services to support Diversity, Equity and Inclusion the classroom Contact us for more information on Workshops • Professional Learning Audits • Book Clubs To learn more please visit www.crec.org/diversity

Expert Solutions

The Connecticut Freedom of Information Act (“FOIA”), often called the “Sunshine Law, is a series of laws that guarantee the public access to meetings and records of governmental entities in Connecticut.

The FOIA also sets forth numerous exceptions to its open meetings and records requirements. Over the years, however, both the FOIA and its exceptions have often been misconstrued.

The Fifth Edition includes:  The latest statutory changes and important decisions concerning the FOIA  The latest developments concerning: ✓ law enforcement records ✓ school videos ✓ personnel records  Additional details regarding FOIA compliance

To order please visit the CABE online publication store at CABE.org

14

The Journal – Connecticut Association of Boards of Education | November, 2021

Trusted Legal Counsel in Extraordinary Times Now more than ever, school districts, their boards of education and their administrators are turning to Pullman & Comley’s School Law practice for informed, accurate and timely information on the unprecedented legal issues they face in the age of COVID-19, including those surrounding the safe reopening of schools, remote learning, PPE protocols, and labor and employment matters.

At the same time, our attorneys are counseling clients on new laws affecting school districts, including Title IX regulations, transgender athlete policies and sexual harassment training obligations.

Please visit our Education Law Notes blog for up-to-the-minute alerts, commentary and insights on critical legal issues affecting educational institutions.

Schoollaw.pullcomblog.com

Our attorneys are accessible to their clients, responsive to concerns and always available to answer questions on these issues as well as on the challenges schools face on a routine basis in their daily operations.

And for critical information on the legal implications as a result of the COVID-19 pandemic, please visit pullcom.com to view recent publications, receive alerts, and to register for upcoming webinars.

pullcom.com

@pullmancomley

William R. Connon 860.424.4385 wconnon@pullcom.com

Zachary D. Schurin 860.424.4389 zschurin@pullcom.com

Melinda B. Kaufmann 860.424.4390 mkaufmann@pullcom.com

Stephen M. Sedor, Chair 203.330.2137 ssedor@pullcom.com

Michael P. McKeon 860.424.4386 mmckeon@pullcom.com

Mark J. Sommaruga 860.424.4388 msommaruga@pullcom.com

Snigdha Mamillapalli Zachary T. Zeid 203.330.2237 203.330.2077 smamillapalli@pullcom.com zzeid@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