The CABE Journal - October 2023

The Power of Our Names

Martha Brackeen-Harris DEI Consultant, CABE

“Sticks and stones will break my bones, but words can never harm me” is an adage that the adults in my family quoted to help the younger generations deal with being called hurtful names that were meant to define them in a negative way. We had to learn to ignore those names, most of which were targeted for our race, and although we were not physically broken, our spirit and self-confidence often would be damaged.

However, when other children would make fun of our personal names, or deliberately mispronounce them, it hurt much more. Our names were special, and our parents carefully considered what we would be named and why. We felt personally attacked and closer to being broken.

Over the past few years, many districts, as well as CABE’s Diversity, Equity, and Inclusion Committee, have focused their attention on strategies to encourage diverse candidates who would mirror the diversity of their school district’s population to seek a position on their boards of education.

Many districts have committed educators to recruiting and hiring superintendents and administrators who reflect their student population. Along with a hiring plan, retention also must be a priority. Otherwise, the whole process feels as though these efforts become a revolving door.

The closer our districts come to fulfilling our goals of diversifying our boards of education and school administrators, they should be deliberate in trying to provide a welcoming, inclusive space that fosters a sense of belonging. Everyone should have an experience where they feel respected, visible, and taken seriously; their ideas are valued, and they feel they are adding to the group’s success.

This is the election time when

CT Sees Improvement in Math and Science Scores and Attendance

Patrice McCarthy Executive Director & General Counsel, CABE

The Connecticut State Department of Education (CSDE) recently released chronic absenteeism data from 2022-23, along with spring 2023 state assessment results. The data show that attendance improved for the first time since the pandemic, and chronic absenteeism rates declined from 23.7 percent in 2021-22 to 20.0 percent in 2022-23, resulting in approximately 18,000 more students attending school regularly in 2022-23. Improvements were evidenced in all grades and all student groups.

The results show that there have been improvements in student achievement in mathematics and science, but improvement in English language arts (ELA) is mixed.

“The improvements in chronic absenteeism, as well as math and science scores, should encourage us to strengthen our collective resolve and continue working together intensively to re-engage all students in their education,” said Commissioner Charlene Russell-Tucker. “It is incumbent upon all of us to use these and other data to effectively foster innovation and create learning environments that empower

students to realize their infinite possibilities and boundless potential.”

Nationwide, absenteeism rates spiked during the pandemic. In his recent paper titled Higher Chronic Absenteeism Threatens Academic Recovery from the COVID-19 Pandemic, Dr. Thomas Dee of Stanford University analyzed data from several states to show that chronic absenteeism “grew substantially as students returned to in-person instruction. Specifically, between the 2018-19 and 2021-22 school years, the share of students chronically absent grew by 13.5 percentage points.”

This pattern was also seen in Connecticut, where chronic absenteeism rates increased from 10.4 percent in 2018-19 to 19.0 percent in 2020-21 and to 23.7 percent in 2021-22 after the return to full-time in-person learning. Consistent attendance is key to

Patrice McCarthy Executive Director & General Counsel, CABE

The Connecticut State Board of Education’s September meeting contained a full agenda of action items as well as matters for discussion.

The two new student members of the State Board of Education, Yasmeen Galal and Connor Cowan took the oath of office. Yasmeen served on a panel at CABE’s Summer Leadership Seminar.

The State Board received an update on the 2023 Legislative Session, in which 934 education related bills were introduced - 25 percent of the total legislation. Many of the issues contained in those individual bills were consolidated into 14 omnibus bills. Among the new requirements for the State Department of Education are 15 new reports (57 total), 7 task forces (59 total) and 4 new pilot or training programs.

A presentation by the Department of Transportation on the Safe Routes to School initiative offered resources available to school districts, including education on pedestrian and bicycle safety training, encouragement for collaboration in planning events, and technical assistance for pedestrian safety assessments (walk audits). Their information indicates that one mile of walking each way to school provides two-thirds of the daily recommended sixty minutes of physical activity. More

PRESIDENT COMMENTARY Steward Leadership

September scorched in a new school year, and many schools attended half-day sessions to beat the heat! The vagaries of weather due to climate change give pause to what weather to expect.

As I write this, fires rage in Greece, and Maui’s devastation persists. Floods, hurricanes, and rising ocean temperatures unleash unprecedented hardship and dislocation for millions of people throughout the globe. I am struck by the headline, “Africa’s first climate summit calls on the world to invest in Africa and restructure how wealthier nations engage with Africa.” A call to action.

The 2023 Legislature passed a new law mandating the study of climate change as part of the curriculum, one of many new subject areas required, including financial literacy and the study of indigenous people. As climate change globally stirs policy, debate, and hopefully solutions, public education is challenged to help students understand and interpret the information and often misinformation from scientists, political leaders, national and international news, and other media sources.

“Nothing is as it seems,” the famous author Oscar Wilde mused in his often-satirical writings, poking jibes at society and challenging his contemporaries on what was taught and how it what taught. I see a con-

nection between the actual impact on what is taught today and how we teach it in the context of change and challenges of contemporary society.

Students live in a kaleidoscope of change, and understanding those changes is needed if students are prepared to live and thrive in today’s “Nothing is as it seems” cultural upheaval.

What role do Boards have in guiding districts to meet these challenges?

I had the opportunity and privilege to attend the NSBA Leadership Conference this summer. The keynote speaker, Stephen Covey, inspired attendees to meet the sometimes-overwhelming impact of rapid change with courage and vision. His message is simple but profound.

“A fundamental belief of a Trust and Inspire leader is that leadership is stewardship. Put another way, leaders are stewards. Stewardship is a responsibility that implies the highest level of trust or being entrusted. When we have a stewardship mindset, we have been given a job to do, and we’ve been entrusted to see it through. I like to describe stewardship as a job with a trust.”

Imagine if all board members believed and embraced this belief of leadership as stewardship! He went on to describe the three components of stewardship.

One, Modeling – Who you are: A steward leader models credibility, is

humble, authentic, vulnerable, empathetic, and performs.

Two, Trusting, How You Lead: A steward leader extends trust to those we serve with clear expectations, practiced accountability, and a willingness to grow people, not control people.

Three, Inspiring, connect to WHY: A steward leader connects with people, is connected to purpose, and creates a sense of caring and belonging.

Mr. Covey’s leadership philosophy left a deep impression on the Board members attending the conference from across the country. Often, Boards are focused on the how and what of running a school district. How and What includes budgeting, facilities, rules, regulations, staffing, curriculum, sports, and other nuts and bolts of operating a school district. But the “why” of what we are doing is the intangible, the invisible inner passion that drives our service.

I asked the question, what role do Boards have in guiding districts to meet these challenges?

We don’t always have all the answers, but we can be stewards and leaders who inspire, trust, and bring out the best in each person.

Students are counting on us to be with them as we meet the challenges of an ever-changing world.

Happy Fall!

CABE GOVERNMENT RELATIONS AND RESOLUTIONS COMMITTEE

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

EXECUTIVE COMMITTEE

Elizabeth Brown | President, Waterbury

Leonard Lockhart | First Vice President, Windsor

Meg Scata | Vice President for Government Relations, Portland

John Prins | Vice President for Professional Development, Branford

Lon Seidman | Secretary/Treasurer, Essex

Donald Harris | Immediate Past President, Bloomfield

Anthony Perugini | Member at Large, Cheshire

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 | Area 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 | Area 9 Co-Director, New London

ASSOCIATES

Eileen Baker | Associate, Old Saybrook

Ann Gruenberg | Associate, Hampton

Anthony Perugini | Associate, Cheshire

Robert Mitchell | Associate, Montville

COMMITTEE CHAIRS

Becky Tyrrell | Chair, Federal Relations, Plainville

Laurel Steinhauser | Chair, Resolutions, Portland

Jaime Barr Shelburn | Chair, State Relations, East Lyme

CITY REPRESENTATIVES

Joseph Sokolovic | City Representative, Bridgeport

A. J. Johnson | City Representative, Hartford

Yesenia Rivera | City Representative, New Haven

Versha Munshi-South | City Representative, Stamford

STAFF

Patrice McCarthy | Executive Director and General Counsel

Nicholas Caruso | Senior Staff Associate for Field Services and Coordinator of Technology

Jody Goeler | Senior Staff Associate for Policy Service

Sheila McKay | Senior Staff Associate for Government Relations

Lisa Steimer | Senior Staff Associate for Professional Development and Communications

Conrad Vahlsing | Senior Staff Attorney

Wendy DeBarge | Coordinator of Finance and Administration

Pamela Brooks | Senior 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 Digital Communications

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.

Elizabeth Brown President, CABE

Members of the CABE Government Relations and Resolutions Committees met on August 30 to review resolutions submitted by member school boards.

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

JCJ Architecture

Kainen, Escalera & McHale, P.C.

Newman/DLR Group

Solect Energy

SCHOLAR

Brown & Brown

Chinni & Associates, LLC

Coordinated Transportation Solutions

Dattco, Inc.

ESS

Franklin Covey

The Lexington Group

Perkins Eastman

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)

Booker T. Washington Academy

Cambridge International

Capitol Region Education Council (CREC)

Connecticut Alliance of YMCAs

Connecticut Arts

Administrators Association

Connecticut Association of School Business Officials (CASBO)

Connecticut School Buildings and Grounds Association (CSBGA)

Connecticut School Counselor Association

Connecticut Technical High Schools

Cooperative Educational Services (C.E.S.)

EASTCONN

EdAdvance

Explorations Charter School

Great Oaks Charter School

Integrated Day Charter School

ISAAC

LEARN

Live Girl

New England Science & Sailing Foundation

Odyssey Community School, Inc.

Relay CT

The Bridge Academy

EXECUTIVE DIRECTOR COMMENTARY

New Beginnings

Patrice McCarthy Executive Director & General Counsel, CABE

I recently heard Stephen M. R. Covey speak on the issue of trust, and subsequently read his book “Trust and Inspire”. He points out the importance of trust being earned as well as trust being given. When a board of education selects a new superintendent, or voters elect board of education members, it is a reflection of trust that has been earned and going forward trust must be given for the individuals to be effective.

We see evidence of burnout among superintendents, educators and board members, leading to increased turnover in many cases. The politicization of society is contributing to the burnout many are feeling. If we work to create a culture of trust, it inspires us and sets the stage to attract, retain and bring out the best in people.

Providing the opportunity for students, staff and the community to be heard before major decisions are made builds trust in the wisdom of the final decision. At the board table it is equally important that the views of all members are heard and taken into consideration before decisions are made. Listening attentively and respecting the views of our colleagues, even when they differ from our own, maintains trust.

Trust is key to supporting efforts to innovate in order to remain relevant in our rapidly changing world. A year ago few of us thought we would be delving into AI and identifying ways to use it as a productive tool. A board/ superintendent team that has built and maintained trust will be better equipped to navigate change and make decisions that are in the best interests of all students, and can be supported by the community.

School board members and superintendents are leaders in their communities. They have the opportunity to identify, develop and support the strengths in colleagues and students. CABE is always available to support your board of education in being exemplary leaders.

CABE Executive Director and General Counsel Patrice McCarthy has been reappointed as a member of the Connecticut Bar Association Civics Education Committee.

See You in Court – The Nutmeg Board of Education

Roles and Responsibilities of Board Members

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.

Tom Teacher has worked for the Nutmeg Public Schools for twelve years, and over those years he has often been in conflict over his questionable pedagogical practices with Mr. Principal, who has been his evaluator. Five years ago, and again two years ago, Mr. Principal put Tom on an intensive assistance plan. Both times, Tom addressed the identified deficiencies and was taken off the support plan. But Mr. Principal is frustrated because Tom has again fallen into his old bad habits, and this fall he put Tom Teacher on an intensive assistance plan for a third time.

Tom has now filed a grievance against Mr. Principal over his being placed on intensive assistance once again. In his grievance, Tom claims that Mr. Principal violated the procedural requirements of the Nutmeg Teacher Evaluation and Support Plan. Specifically, Tom alleges that Mr. Principal failed to give him written feedback after a classroom observation within the five-day period following the observation, as specified in the plan. Mr. Principal denied the grievance on the basis that he was sick for three of the days in question and that he provided Tom written feedback within eight days of the observation –in short, no harm, no foul.

Tom appealed to Level Two of the Nutmeg grievance procedure, and Ms. Superintendent promptly denied Tom’s grievance as well. However, Tom was undeterred, and he has appealed the Level Two decision to Level Three, the Nutmeg Board of Education.

The Board convened the hearing last night, and Tom and his representative from the Nutmeg Union of Teachers presented Tom’s case. “Rules are rules,” Tom announced. “Mr. Principal violated the provisions of the Nutmeg Evaluation and Support Program when he provided me written feedback three days late. He should be held accountable by vacating his classroom observation report. Moreover, without Mr. Principal’s classroom

observation report, there is no basis for putting me on this silly intensive assistance plan. Vacate the observation report, and terminate this ill-advised plan. I rest my case.”

Veteran Board member Bob Bombast wasn’t having it. “Our contract with NUTS defines a ‘grievance’ as a violation of the collective bargaining agreement, and I haven’t heard word one about the contract. I move that we deny this ridiculous grievance.”

“Wait just a minute!” Board member Mal Content interrupted. “Let Tom finish his presentation, and then we will deny the grievance!”

Board member Red Cent then got in the act. “The problem as I see it is that our evaluation plan is inflexible. Why don’t we revise the plan to give administrators more flexibility in meeting deadlines?”

Bob Bombast pushed back on both Mal and Red, and at Bob’s urging, the Board denied Tom’s grievance on the basis that Tom was not claiming a violation of the collective bargaining agreement. Is the Nutmeg Board of Education on solid ground?

••••••••••• •

It is not. Teachers have a statutory right to file a grievance when they claim a procedural violation of the teacher evaluation and support plan, whether or not the contract so provides. However, the situation in Nutmeg is a good reminder of the important role boards of education play in the teacher evaluation process, a role that is especially important this year.

First, we note that Conn. Gen. Stat. § 10-151b, the statute dealing with teacher evaluation, was amended almost twenty years ago to provide that “Claims of failure to follow the established procedures of such teacher evaluation and support program shall be subject to the grievance procedure in collective bargaining agreements negotiated subsequent to July 1, 2004.” Accordingly, though the remedy he seeks through the grievance procedure seems unwarranted, Tom has every right to file and pursue his grievance.

Second, we note that boards of education in Connecticut must adopt a new teacher evaluation and support plan by July1, 2024. Board members should be aware of their responsibilities and their authority in this process because the new law gives school boards and superintendents an opportunity to adopt an effective

teacher evaluation and support plan that avoids the technical problems that Nutmeg confronted with Tom’s grievance.

Conn. Gen. Stat. § 10-220a(b) has long required that local and regional boards of education establish a professional development and evaluation committee (called the “PDEC” in many districts). The law now specifies that the committee must include at least one representative from the teachers’ bargaining unit, at least one representative from the administrators’ bargaining unit, and, effective July 1, 2023, at least one representative of the paraeducators’ bargaining unit, along with “such other school personnel as the board deems appropriate.” The duties of the professional development and evaluation committee (PDEC) include “participation in the development or adoption of a teacher evaluation and support program for the district.”

Section 23 of Public Act 23-159 requires that local and regional boards of education in Connecticut adopt and implement a new teacher eval-

uation and support program before July 1, 2024, in accordance with the Connecticut Guidelines for Educator and Leader Evaluation and Support 2023, dated August 31, 2023, and the PDEC remains a central player in that process. As amended by Public Act 23-159, Conn. Gen. Stat. § 10-151b provides that the PDEC and the board of education may develop the teacher evaluation and support plan by mutual agreement. If the board of education and the PDEC do not agree on a new plan, the statute provides that the board of education and the PDEC must consider and may by mutual agreement adopt the model teacher evaluation and support program that the State Board of Education is now also required to adopt. However, if the board of education and the PDEC do not agree on that model program, then the “board of education shall adopt and implement a teacher evaluation and support program developed by such board of education, provided such teacher evaluation and support

See SEE YOU IN COURT page 6

A

The

10th Edition of the Practical Guide to Connecticut School Law

Comprehensively revised and updated through the 2023 Legislative Session, the Tenth Edition of this treatise on Connecticut School Law is written by Thomas Mooney of Shipman & Goodwin LLP and published by CABE.

The Practical Guide to Connecticut School Law book, first published in 1994, is organized in seven chapters dealing with all facets of school district operation:

• Board Organization, Authority and Responsibilities

• Religion and the Schools

• Teacher Employment, Evaluation and Dismissal

• Students

• Special Education

• Collective Bargaining

• Obligations of School Boards as Employer

The Guide is the must-have resource for school board members and school administrators interested in the various state and federal laws, regulations, and judicial decisions governing school district operations in Connecticut. ORDER NOW!

The Tenth Edition is updated with descriptions of important new developments in the law, including student free speech, teacher evaluation, bullying, curriculum and graduation requirements, board member training, and affirmative action. It comes with an electronic version that includes links that permit readers to access electronic resources, including judicial decisions, statutes, regulations, and state and federal guidance on school board obligations

https://rb.gy/fwe80

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

teachers, administrators and board of education members throughout the

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:

By providing opportunities for members to learn how to better govern their districts:

z Responded to 31 requests for policy information from 19 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 advanced placement, indoor air quality, and reconsidering a book.

z Provided training for the Board of Directors of the Edmonds Cofield Preparatory Academy

z Provided Roles and Responsibilities workshops for the Region 14 and Stafford Boards of Education.

By ensuring members receive the most up-to-date communications:

z Prepared the August Policy Update Publication that was mailed/emailed to subscribers. This fourth issue of the Policy Update for the 2022-2023 school year describes the policy implications for school boards that result from legislation passed by the General Assembly.

By providing services to meet member needs:

z Staffed Government Relations and

Resolutions Committee meetings.

z Mailed custom update packets to subscribers as a result of the August Policy Update Publication.

z Revised policies, as part of the Custom Update Policy Service, for East Windsor, New Fairfield, New Hartford, and Union

z Prepared materials for Region 14, Seymour, Stamford, Stratford, and Woodbridge as part of the Custom Policy Service.

z Preparing a Policy Audit for the Fairfield Public Schools.

z Currently assisting Groton Board of Education with their high school principal search.

z Discussed several issues with board chairs around the state.

z Responded to a variety of legal inquiries from members.

z Presented at Hartford Board of Education’s retreat.

z Planned and implemented CABE’s 13th Annual Summer Leadership Conference.

z Provided virtual meeting for Superintendents’ Administrative Professionals.

By representing Connecticut school boards on the state or national level:

z Attended NSBA Summer Leadership Seminar.

z Participated in State Association Counsel meetings.

z Participated in CT Educators Certification Council meeting.

z Participated in discussion on AI with CT education leaders.

z Chaired Special Education Fi-

nance subcommittee meeting.

z Attended State Board of Education meeting.

z Met with Columbia Center for Public Research and Leadership to discuss certification.

z Attended Discovering Amistad Board of Directors meeting.

z Attended CRCOG/CCM Public Sector Workforce meeting.

By helping school boards to increase student achievement:

z Sent one issue of “Policy Highlights” via email, which provided a new

SEE YOU IN COURT

(continued from page 4)

program is consistent with the guidelines adopted by the State Board of Education.” (Emphasis added). In short, boards of education have the final say on the terms of the teacher evaluation and support program that must be in place by July 1 (as long as it is consistent with the Guidelines referenced above).

Boards of education must exercise their authority in adoption of a new teacher evaluation and support plan carefully so that the new plan is effective and does not include unnecessarily complicated procedures. As the grievance by Tom Teacher reminds us, some flexibility in the plan is important. Moreover, overly complicated procedures can interfere with holding

model policy on Generative AI (Artificial Intelligence).

By helping districts operate efficiently and conserve resources:

z Facilitated Montville Board of Education goal setting.

z Posted policies online as part of the COPS Program for Bolton, Bristol, Cheshire, Derby, East Windsor, New Fairfield, New Hartford, Region 18, Somers, Voluntown, Wolcott, Woodbridge, and the CABE CORE Manual.

ineffective teachers accountable. Conn. Gen. Stat. § 10-151(d) provides that a teacher’s contract may be terminated for “inefficiency, incompetence or ineffectiveness.” Incompetency or effectiveness, however, can be established only by showing that “the performance evaluation ratings of the teacher were determined in good faith in accordance with the program adopted by the local or regional board of education.” (Emphasis added). Overly complicated or inflexible provisions in teacher evaluation plans should be avoided because failure to comply with all procedures in the plan can undermine such a determination.

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.

CABE President Liz Brown (Waterbury), Lydia Tedone Chair, NSBA National American Indian and Alaska Native Council of School Board Members (Simsbury), Executive Director and General Counsel Patrice McCarthy, VP for Government Relations Meg Scata (Portland), and First VP Leonard Lockhart (Windsor) participated in the NSBA Summer Leadership Conference.

POWER OF NAMES

(continued from page 1)

boards are preparing for changes. Adults who are campaigning to join our boards and hope to make a difference in district policies and support their district’s vision and mission need to become acclimated to their responsibilities and work with new people. They may have new ideas and question the way things have been done in the past. It is essential to have a plan to help new and returning members get to know each other and work together.

My years of research, my personal experiences as a member of educational boards, a school administrator, and a diversity director have given me a perspective on the impact that feeling included and visible, helped me to sustain my enthusiasm for those positions and dedicate my career to all facets of education.

As school board members, superintendents, and school administrators, who have committed to creating spaces that foster inclusion and belonging, it would be helpful to be aware of the role that understanding the power that names can have in helping to reach those goals.

Each of us has a story that is attached to our name. Some have names

that connect them to their family legacy or heritage, have special meanings, or are named after a popular sports figure or actor. Some have names given

For those welcoming new board members, there are tips on remembering someone’s name. I was conducting a workshop, and instead of wearing

1. Find a time to have board members or administrators meet and share something about their names. They can choose how they want to share or not. Often, members will find commonalities or differences that will help them to get to know each other and increase feelings of belonging.

to them because parents or guardians liked the sound of the name.

If we look at the history of immigration and enslavement, many had to give up their birth names and were given new names. Some chose to rename themselves with the hope that they could assimilate into the majority American culture.

For some, their names are strongly tied to their personal family history and/or their identity that to hear their name constantly mispronounced, have someone make up a nickname instead of using their actual name, or makeup excuses to avoid learning their name may evoke a visceral reaction in them. This “deep down” feeling may contribute to one’s feelings of being disrespected, not included, or not belonging.

the “Hello, my name is” name tag, one participant held up a piece of card stock with her name spelled phonetically. Then she pronounced it for all to hear. That seemingly small act gave me the courage to call her name instead of pointing at her when she wanted to speak. She told me that my effort made a difference.

Two activities that are popular with some of my DEI colleagues are:

STATE BOARD MEETING

(continued from page 1)

information can be found at www. ct.gov/SafeRoutes.

The Board granted continuing approval to the education preparation programs at Mitchell College and the University of Hartford. The Board also granted continuing approval

2. Have members share an activity where they complete “I wish they would” or” I wish they wouldn’t call me… sentences.

In conclusion, if you make a mistake and someone takes offense, remember that our best intentions may have an unanticipated impact. A heartfelt “I’m so sorry” is usually all you need to say.

If someone mispronounces or calls you the wrong name, remind them of your name and give grace.

to the Office of Higher Education Alternate Route to Certification Educator Preparation Programs, which are designed for individuals entering teaching as a second career. The program has existed since 1987 and it is one of the oldest alternate route programs in the country, having trained over 5,000 educators.

If you make a mistake and someone takes offense, remember that our best intentions may have an unanticipated impact. A heartfelt “I’m so sorry” is usually all you need to say.

THE POLICY CORNER Policy’s Critical Role in Changing Times

Jody Goeler

Sr. Staff Associate for Policy Service, CABE

In its September 1st edition, CT Mirror reported on a press conference releasing the State’s most recent data on chronic absenteeism and test scores. With reports of increasing COVID rates heading into the Fall season, districts continue implementing strategies to reduce chronic absenteeism exacerbated by the pandemic. With the disruptions in learning resulting from missing classroom instruction and opportunities to engage in classroom learning, test scores continue to reflect these concerns.

While a press conference reporting on data related to absentee rates and test score performance may not be a source of inspiration, several comments captured in the article caught my interest and challenged my thinking from a policy perspective. Kate Dias, CEA President, noted, “I think we’re in a really interesting place to have a lot of good conversations about what the pathway forward looks like and how we make sure our students have what they need to be successful.” Ms. Dias adds, “Making sure our education systems prepare students for an ever-changing, ever-evolving world is both exciting and overwhelming and daunting.”

Policy can play a critical role in helping guide districts through these challenging and changing times. Recently, CABE published a model policy to help districts embrace and address the impact of the rapid development in Artificial Intelligence. The policy (Generative AI (Artificial Intelligence) begins with an affirming introductory paragraph:

The Board of Education is committed to providing our students with the most innovative and effective educational

experiences to foster high levels of learning and opportunities for self-expression. As our schools prepare students for a future that demands adaptability, critical thinking and digital literacy, we recognize the potential of generative Artificial Intelligence (AI) and other related technology tools.

The model policy continues with an important statement regarding the Board’s role in committing to ensuring equity while reminding users of district technology of their responsibility to adhere to ethical and responsible use: As with all technologies, users must be mindful of and adhere to all considerations ensuring responsible and ethical use, especially as it relates to mitigating bias, promoting transparency, and ensuring the benefits of AI are accessible to all students.

Finally, CABE’s model policy emphasizes to Board’s commitment to improving student learning outcomes: While ensuring the responsible use for those interacting with and creating content from generative AI technologies, the Board underscores its commitment to fostering a dynamic and engaging learning environment that leverages the advances in AI to enhance student learning outcomes and equip students with the skills and dispositions needed for success in the digital age.

In areas such as the ever-expanding world of technology, policy needs to, at the same time, provide direction today and room for growth tomorrow. The accompanying administrative regulations provide several reasonable suggestions for tapping into the expertise of professional staff to help guide

a district through the rapid changes before us and to ensure students have everything they need to thrive in their learning and prepare for the world that awaits them.

In addition to the obvious need for policies that guide districts’ use of technology, new policies are under development to bolster professional conversations and ensure the needs of all Connecticut’s children are met: The new School Climate policy and the Educator/Leader Evaluation and Support policy will both meet recently adopted State Law and will be available to all CABE-enrolled districts shortly.

As CEA President Dias shared in the aforementioned press conference, “We’re going to do everything we can to make those critical baseline skills interesting and fun and an enjoyable learning experience, but often it’s when we have the opportunity to enrich the experience that we start to be able to push kids’ boundaries of learning.” Policies that ensure a healthy and mutually supportive school climate,

provide for equitable access to the most current learning tools, encourage, support, and provide feedback for improving professional practice serve to extend beyond those “baselines” and better serve our students. Policies can provide a framework and a pathway to, as Dias contends, “push kids’ boundaries of learning.”

If this is, as it is commonly believed and as it was expressed at this press conference, a time of enormous shifts, policy needs to provide the space for what Kate Dias identifies as “a much greater willingness to be experimental,” adding, “taking risks with the need to be responsible.” While policy development is deliberative and adheres to applicable laws, executive orders, and court cases, it must be aspirational and speak to the Board’s vision for the district’s children. That may be particularly challenging with, for example, an activity funds management policy, but many other policies offer room for the Board’s voice to be heard.

ELECTING BOARD OF EDUCATION OFFICERS: State Law and Robert’s Rules

Conrad Vahlsing Sr. Staff Attorney, CABE

With local elections around the corner, it is a good time to review (or learn, for incoming new members) how board of education officers are selected in Connecticut. For those new to service on a board of education, being elected as a member of the board is not the same as electing board officers.

Local elections set the membership of the board, then those members meet in public in order to select from among themselves who will serve as officers.

In Connecticut, much of the process for selecting board officers is contained in state law. So even if a newly elected member is an expert in Robert’s Rules and has maybe even served on another public board before, it is important to learn the process that is specific to boards of education.

But Robert’s Rules experts will also be able to guide the process smoothly as certain parliamentary rules do apply. For example, Robert’s Rules states that nominations do not require a second. And as with many board tasks, boards should check their policies and bylaws to see if they have established a process for electing board officers, but any such process must align with state law.

Electing board officers is done at what is commonly called the “organizational” board meeting, but note that the word itself is not in the relevant state

statute (C.G.S. Section 10-218 for local boards).

However, “organizational” meetings are outlined in Robert’s Rules (Section 54 of the official 12th edition) but primarily to refer to the meetings to actually initiate a new group, which is not entirely relevant to what board of education members are tasked, which is more of a re-organization of the new and existing members, and selecting officers among them.

Of course, Robert’s Rules has various other section describing voting and election of officers.

As some related asides, which may help members new and returning alike, the official version of Robert’s Rules is currently in its 12th edition and its full title is Robert’s Rules of Order Newly Revised (commonly abbreviated as RONR). A citation to Robert’s Rules will often look like this: RONR (12th ed.) 54:11. To break down what the numbers refer to, the 54:11 would be a reference to Section 54, paragraph 11.

And yes, that example citation is a part of the section on organizational board meetings in Robert’s Rules, but again, it won’t be particularly helpful to boards of education as it describes processes such as electing temporary board officers at a first initiation/organizational meeting and permanent officers at a second organizational meeting.

Returning to our state laws for electing officers, there are separate statutes

BOOK REVIEW: Get Up or Give Up: How I Almost Gave Up on Teaching

The CABE/CAPSS Friday morning General Session Speaker, Michael Bonner, is the author of Get Up or Give Up: How I Almost Gave Up on Teaching. The book, which contains lessons he learned as a classroom teacher, is applicable to all of us.

Bonner points to evidence-based reading research showing that the brain has the power to learn new behaviors or constantly reinforce negative actions and thoughts that are detrimental to the human brain. Making a positive change requires mental fortitude and perseverance. Establishing a vision of the change you want to achieve enables your actions to be intentional and reinforce your goals. He notes that time and effort is needed in order to achieve change - it is not a “quick fix” solution.

Bonner uses numerous quotations from others that cause the reader to reflect – and hopefully inspire positive change.

“One person with passion is better than 40 people merely interested.”

–

E. M. Forster

“The goal is to turn data into information, and information into insight.”

– Carly Fiorina

for local boards (Section 10-218) and for regional boards (Section 10-46(d)). And there are differences.

For local boards, the meeting to elect officers must be held within one month of newly elected members taking office. At the meeting, at least a Chair and a Secretary must be elected. And if officers are not elected within one month, the town council (or selectmen where there is no town council) pick the officers from among the board of education members.

For regional boards, the process gets a bit more complicated as some towns may hold elections at differing times (e.g., in the month of May). Generally, the meeting to elect officers must be held “in the month following the last election of members thereof held in the member towns in any calendar year.” At the meeting, a Chair, Secretary, and Treasurer (and any other officer deemed “necessary”) must be elected. When there is a tie in said voting, the tie is broken by lot.

The statute for the election of local board of education officers states that the votes of each member must be written down and made available for public inspection within 48 hours of the meeting, and also included in the minutes. This

requirement generally aligns with separate state Freedom of Information Act requirements for public agency voting, with one wrinkle related to timing.

Where the minutes containing the voting for election of local board of education officers must “be available for public inspection at all reasonable times” (again, Section 10-218), the state FOIA states that minutes have to be made available for public inspection within seven days of a meeting (Section 1-225). And for regional boards of education, while there is no mention of writing down votes, or having them in the minutes, in the relevant statute, both local and regional boards should be complying with state FOIA requirements for all meetings they hold.

Undoubtedly there are a long list of tasks for soon-to-be newly elected board members (and those members who will soon be newly elected as Chair), but running an effective organizational board meeting should be on that list. Conducting a smooth meeting to elect board officers can set a tone upon which boards may continue their all-important work.

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

– William Ward

Bonner was a keynote speaker at this summer’s National School Public Relations Association’s (NSPRA) seminar. He delivered an inspiring message about relational systems and school climate.

We look forward to having Michael Bonner as the CABE/CAPSS Convention’s Friday morning speaker. Mr. Bonner will do a book signing immediately following the morning General Session.

IMPROVEMENTS

(continued from page 1)

learning success and remains a priority in district strategies.

With regard to mathematics achievement, increases were evidenced in most grades and student groups, while science achievement improved in two of the three grades and in some student groups. More are meeting or exceeding their pre-pandemic achievement levels at the district level. In 2022-23, 44 districts in mathematics and 65 districts in science met or exceeded their pre-pandemic levels, up from 23 and 48 districts, respectively, in 2021-22. Statewide performance still lags pre-pandemic levels in all areas and for all student groups and grades.

Academic growth on the Smarter Balanced in Grades 4 through 8 is a leading indicator of student achievement. It measures the pace of student learning in a school year. While the 2021-22 results showed stronger academic growth in most grades and subjects than in pre-pandemic years, that rate of growth slowed in 202223. There is tremendous variation in academic growth across districts and schools. Though students statewide are achieving around 60 percent of their growth targets on average, some highgrowth districts and schools consistently demonstrate growth that is 20+ points higher.

Some of the factors contributing to academic growth in Connecticut’s high-growth schools and districts include climate, culture, and social and emotional supports for students and teachers; targeted and focused improvement of curriculum and instruction; data-based decision-making; responsive and effective professional learning; personalized learning; and district-wide coherence. A new research study on academic recovery that is currently being conducted by Connecticut higher education faculty through the Center for Connecticut Education Research Collaboration (CCERC) will further explore the practices and approaches that have successfully supported academic recovery from the pandemic, particularly for our students with high needs.

The CSDE created a Pandemic Recovery dashboard on EdSight to track academic recovery. This dashboard compares how the Performance Index in 2021-22 and 2022-23 changed from 2018-19. These data are presented for all districts, schools, and student groups to show where there are signs of learning acceleration and recovery.

• Connecticut has continued its investment in the nationally recognized

Governor’s Learner Engagement and Attendance Program (LEAP), that has been shown to increase student attendance in middle and high school by 20 percentage points on average. LEAP provides direct engagement and targeted assistance to families and students through supportive, targeted home visits. There are currently 14 districts funded to participate in LEAP, and many nonLEAP districts are also accessing virtual LEAP 101 training.

• Dedicated school mental health professionals are important to ensuring students get the support they need. Several initiatives supported by federal ARPA funding through the Governor and Connecticut General Assembly are underway:

• The School Mental Health Workers Grant provides $5 million in funding under a competitive state grant program to 20 districts for hiring and maintaining school mental health workers during the 2023, 2024, and 2025 school years.

• The School Mental Health Specialists Grant provides $15 million in funding for 72 school districts to support the hiring and retention of school mental health specialists for the 2024, 2025, and 2026 school years.

• The summer mental health grant provides $4.5 million in funding for 48 school districts and summer camp programs to support the delivery of mental health services for students during the summer months over a three-year period.

• The Connecticut Behavioral Health Pilot in select districts is ensuring that they have a coordinated and sustainable system of care for all K-12 schools to provide comprehensive behavioral and mental health supports and services to students and staff.

• In Summer 2023, the CSDE launched its third phase of Connecticut Model Math Curricula by releasing Grades K-2 Model Math

with financial literacy tasks to assist districts in implementing high-quality, high-impact curricula. The earlier phases included Grades 3-5 Model Math Curricula and Grades 6-8 Model Math Curricula and publisher alignment guides. Additionally, the second phase of Connecticut Model Science Curricula is available. It includes the release of the grades 3-5 Model Science units of study with identified science and engineering practices, crosscutting concepts, and example phenomena. All model curricula are available through GoOpenCT, Connecticut’s open education resource digital library.

• The Science of Reading (SOR) Masterclass began its third cohort of districts in Summer 2023. In the first two cohorts, 24 districts developed local professional capacity through this Masterclass to implement evidence-based reading aligned to the science of reading components, including phonics, phonemic awareness, fluency, vocabulary, and comprehension.

• The CSDE has invested $7.2 million to assist children and youth experiencing homelessness. Grant funding has been provided to districts and schools to identify children and youth experiencing homelessness and to provide academic, social-emotional, and mental and behavioral health supports to ensure that they can participate fully in school. Additionally, in February 2023, the CSDE launched its “No Matter What” campaign to highlight resources available for students experiencing homelessness and housing instability.

• After-school programs foster students’ social, emotional, and academic growth. The CSDE awarded $8.7 million in ARP ESSER funding to 45 programs across Connecticut to expand and enhance after-school offerings

• The CSDE continues its support for summer enrichment programs

by investing an additional $11.5 million of federal ARPA funds through the Governor and Connecticut General Assembly in 110 programs for 2023 and 2024. Summer enrichment is designed to keep students engaged in learning during the summer months, so they are ready for new learning when the school year begins.

• In June 2023, the CSDE launched a competitive district application for High-Dosage Tutoring (HDT) in Grades 6-9 Mathematics. HDT is a well-researched strategy to address learning loss, ensuring students have intensive, curriculum-aligned support to close academic gaps. Applications are due September 1, and implementation will begin in January 2024.

• Connecticut continues to evaluate the effectiveness of its investments through its research partnership with institutions of higher education across Connecticut. CCERC has released evaluation studies on LEAP, summer enrichment, and remote learning. Nine additional projects are underway. Since many of the projects require an in-depth review of local policies and practices, the research would not be possible without the cooperation of our district partners.

• To provide parents of children with disabilities with timely information and resources related to special education laws and the rights and protections of students receiving special education services, the CSDE opened a new Special Education Call Center. The call center can be accessed in English and Spanish by dialing 860-713-6966. Regular business hours are Monday-Friday (excluding holidays) 8:30 a.m.-4:30 p.m.

Links to all attendance and assessment-related EdSight reports are listed below.

• Chronic Absenteeism (ct.gov)

• Performance Index (ct.gov)

• Pandemic Recovery Dashboard

• Smarter Balanced Achievement/ Participation (ct.gov)

• Smarter Balanced Growth Model (ct.gov)

• Smarter Balanced Rough Cohort Dashboard (ct.gov)

• Next Generation Science Standards (NGSS) Assessment (ct.gov)

• Connecticut School Day SAT

Information is based on the State Department of Education Press Release.

Engaging Parents in Student Mental Health

Rich Stowell, Ph.D. Vice President of Programs at Cook Center for Human Connection

Parents have entrusted school boards with a great deal.

In the coming years, the relationship between parents and boards – whether productive or fraught – is bound to grow in importance. Though public battles between parents and school boards make for good headlines, the fact is that most school systems have great relationships with parents.

According to Ballotpedia, the last three years have seen a slight increase in recall efforts against local school board members. Still, those efforts are down from a significant spike in 2021, which was mostly fueled by pandemic-related policy choices.

Still, boards can look to programs that strengthen ties between parents and elected officials while benefiting the students at the heart of everyone’s mission.

The Cook Center for Human Connection has developed a program that puts parents first. ParentGuidance.

org is a set of mental health resources that schools and districts can deliver to parents to help them help their children thrive. It works for three reasons.

These reasons should guide any decision about how to build relationships with parents.

First, It recognizes one of the primary needs that parents have. Eighty percent of parents expect schools to provide mental health support for their children, according to a Zogby poll in 2022. However, there are few resources available that engage parents and their children.

Through partnerships with school districts and intermediate organizations, ParentGuidance.org delivers

the information most parents seek. It harnesses the expertise of clinical therapists and has it in a way that parents can easily access – through on-demand video courses and family mental health webinars. District ad-

Effective family engagement happens when families and educators, including teachers and administrators, partner to share the responsibility of supporting student well-being.

The family mental health webinars are designed with the input of parents and district leaders for the ultimate benefit of children.

Families already look to their schools for mental health support. Webinar sessions deliver, with trained facilitators presenting the latest research-based family mental health information interactively. Parents also have an opportunity to ask questions and get expert answers. The webinars also maintain parents’ confidentiality.

ministrators choose the topics to meet the most immediate needs of parents in their communities.

A recent Pew survey revealed that anxiety and depression are at the top of parents’ worries about their kids. These topics also top the courses accessed at ParentGuidance.org, along with suicide prevention, social media use, and bullying.

Second, ParentGuidance.org is built on a family engagement model.

Third, the program acknowledges and honors the importance of parents in their children’s education.

It follows a tiered system approach and empowers parents to handle the most fundamental and significant tier. Just as in the conventional healthcare system, a large majority of mental health concerns might be addressed through early intervention and pre-

See STUDENT MENTAL HEALTH page 14

Effective family engagement happens when families and educators, including teachers and administrators, partner to share the responsibility of supporting student well-being.

Superintendent Tenure in Connecticut

Patrice McCarthy Executive Director & General Counsel, CABE

The Connecticut Association of Public School Superintendents (CAPSS) recently did a survey on superintendent tenure in Connecticut. The results show that Connecticut superintendents are more stable in their position compared to their national counterparts.

The survey was administered in August 2023, with responses from 120 districts. The results are indicated on the chart below.

STUDENT MENTAL HEALTH

(continued from page 13)

vention. The lion’s share of that work can and should be done at home by parents.

According to the National Association of School Psychologists, Connecticut has done well in staffing schools with psychologists at a 488:1 ratio.

But every student has an adult at home to care for them outside of school, and most have more than one. Helping them to level up their parenting is one of the hallmarks of ParentGuidance.org, offering the potential to turn the ratio of informed adults ready to have a critical mental health conversation with a child to 2:1 or even 1:1.

To be sure, school budgets are always tight. But there are parent engagement solutions that can be implemented at scales that school systems have already built, so delivery becomes far more cost-effective.

More than ever, parents are concerned about their kids’ social and emotional well-being. Finding acceptance, making friends, and managing the demands of a complicated school experience are the things kids think about the most. As a result, these issues tend to influence parents’ concerns about their children in school.

The overall averages of experience and the average number of years in the current district have all increased since the 2022 results.

Connecticut, nine superintendents have served for 15 or more years. CABE congratulates all of our superintendents for their hard work and commitment to public education!

Parents are empowered at the top end of the support scale by parent coaching. The program pairs parents with coaches who are trained to listen, provide feedback, and direct parents to resources if they need additional support. The interactions are done through a secure app which keeps conversations protected.

We have partnerships in 38 states with more than 100 school systems. Parents in our partner districts incur no cost for any of these resources.

Board members should keep these worries in mind. While academic outcomes are still the hallmark of schooling, finding ways to let parents know you care about the whole child will foster productive partnerships with parents.

Parents will be your best allies and loudest cheerleaders if they know you care about their child’s mental well-being and social development.

Rich Stowell is Vice President of Programs at the Cook Center for Human Connection, a non-profit that provides mental health resources to schools and families. He is also the President of the Board of Directors at Dual Immersion Academy, a K - 8 charter school in Salt Lake City, Utah

Leaders Represent CABE at the 2023 NSBA Summer Leadership Seminar

Patrice McCarthy Executive Director & General Counsel, CABE

CABE President Liz Brown (Waterbury), First Vice President

Leonard Lockhart (Windsor), Vice President for Government Relations

Meg Scata (Portland) and CABE Past President and NSBA Board

Member Lydia Tedone (Simsbury) along with the Executive Director and General Counsel Patrice

McCarthy represented CABE at the 2023 NSBA Summer Leadership Seminar. The seminar provided two days of leadership development and networking with state association leaders from around the country.

During the seminar, John Heim, NSBA Advocacy Officer, highlighted federal advocacy efforts and legislation. There was agreement by attendees on the following priorities for NSBA’s 2023-2024 Advocacy

Agenda:

1. Behavioral Wellness Health – Prioritizing Student Mental Health

2. Support/Retain Staff –Supporting Increased Funding for Staffing Needs

3. Individuals with Disabilities Education Act – Reauthorizing and Funding the Individuals with Disabilities Education Act (IDEA)

4. Title Funds – Supporting Increased Funding for Staffing Needs and Broadband Expansion

5. Digital Access (AI) – Promoting Digital Equity

A panel discussion on equity described equity as identifying what every student needs to be successful. The panel identified many equity issues shared by rural, suburban and urban districts, including: the educator pipeline, delayed literacy, mental health supports and the need for stable funding.

Attendees heard from a panel of students emphasizing the importance of addressing the mental health needs of students and staff. They believe that many students find their joy and make

connections through extracurricular activities. With respect to social media, they see the role of education as giving students the information and skills needed to make good choices.

Steven Sharp Nelson addressed the importance of making time for inspiration. He is the cello player in the “The Piano Guys” and encouraged everyone to identify their “why“ for involvement in public education.

Stephen M. R. Covey focused on how great leaders unleash greatness in others. He observed that to successfully meet the broad spectrum of educational challenges in the classroom and at board meetings we must move from the traditional “command and control” structure to one of “trust and inspire”. Trust is particularly important in the board/ superintendent relationship.

The state association leadership teams left energized and prepared to move forward with renewed commitment to strengthen public education.

CABE VP for Government Relations Meg Scata (Portland), President Liz Brown (Waterbury), and First VP Leonard Lockhart (Windsor) helping set federal priorities for NSBA.

Trusted Legal Counsel to Connecticut School Districts

Experience matters. For decades, our attorneys have been consistent leaders in representing local and regional boards in labor and employment law, school law, board governance, special education, vendor relations and student issues. We value the personal connections we make with clients and take pride in our responsiveness to their needs. And, as a full-service law firm, we have the capacity to represent clients on a litany of issues ranging from technology and intellectual property to construction and land use matters.

Need additional training for your staff? Our School Law seminars and training programs can be customized to address your district’s needs on topics including Diversity and Inclusion in Employment, Sexual Harassment Prevention, DCF Mandated Reporter Training and Freedom of Information Act. For seminar & training programs contact Melinda Kaufmann, 860.424.4390 or mkaufmann@pullcom.com

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