The CABE Journal - September 2021

Welcome Back Board Members & Superintendents!

B C

www.cabe.org

Vol. 25, No. 8

September, 2021

CABE to Establish First Affinity Groups: Would You Like to Join?

New London Public Schools Launches an Innovative K/1 Year-Round Schooling Model Cynthia Ritchie

Superintendent, New London Public Schools

New London Public Schools (NLPS) serves approximately 3,400 students in grades PreK-12 across six district schools and is also on track to become Connecticut’s first and only all-magnet school district, which welcomes students from 40+ other southeastern CT communities. New London is home to a diverse student population with 85 percent students of color, 19 percent of students with disabilities, and approximately 82 percent of students eligible for free and reduced-price lunch.

The district is committed to engaging the community through strong public-private partnerships and creative innovative educational design ideas to best serve its students and the community at large. Ultimately, as posted in its’ district improvement plan, New London wants to ensure that all “will achieve at higher levels”, “create a positive culture and climate through excellence”, “improve outcomes for students”, and “will continually grow in their collective capacities to better meet the needs of students and famSee NEW LONDON SCHOOLS page 6

Dr. Martha Brackeen-Harris

Russell-Tucker Named Commissioner of Education Robert Rader

Executive Director, CABE

Patrice McCarthy

Deputy Director and General Counsel, CABE

Charlene Russell-Tucker, Acting Commissioner of Education was recommended to the Governor by the State Board of Education. She was named Commissioner on August 19

by Governor Ned Lamont.

Prior to being named Acting Commissioner in March, Russell-Tucker served as the Department’s Deputy Commissioner, a role in which she oversaw educational supports and wellness priorities. Previously, she served as Chief Operating Officer and Division Chief for the Department’s Office of Student Supports and Organizational Effectiveness. She also served as Associate Commissioner of Education and Bureau Chief within the Department overseeing a portfolio of programs and services.

Upon Russell-Tucker’s selection,

Donald Harris, president of CABE and Member of the State Board of Education stated: “I have Charlene Russell-Tucker had the privilege to work with Charlene Russell-Tucker my various roles as a consultant to local school districts, Bloomfield’s Board Chair, CABE’s President, and as a member of the State Board of Education. Her dedication to all of Connecticut’s children is abundantly clear in all she does. We are blessed to have to have Charlene Russell-Tucker as our Commissioner.”

CABE Executive Director Bob Rader and Deputy Director and General Counsel Patrice McCarthy put out this statement: “As education advocates, we have known and worked with Charlene for years and we are delighted that she

inside

See RUSSELL-TUCKER page 7

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DEI Consultant, CABE

Robert Rader

Executive Director, CABE

Having finished our survey of demographics of Connecticut Board of Education Members, the CABE Diversity, Equity and Inclusion Committee, under Chairman Leonard Lockhart (Windsor) has now given the “green light” to developing “affinity groups” for school board members.

Such groups are developed in order to provide “psychologically safe” spaces for discussion with, and support to, others in the group. We expect these groups will provide opportunities that will strengthen our Association and help ensure input for those who might not otherwise be involved with CABE. To ensure that we reach as many Board Members as possible, the Committee believes we need to start with three groups: African-American, Latino and white. We do not, at this point, know how many school board members will join each group, but, by providing three, we believe that we can provide the opportunity to as many Board Members as possible.

Each of the three groups will have similar discussions on focusing on becoming a safe group and sharing personal identities, sharing experiences as School Board Members and working on a goal to help other School Board Members. All of the groups See AFFINITY GROUPS page 6

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SPECIAL SECTION

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

Let Us Not Forget Our Unsung Heroes Donald Harris President, CABE

As we begin the new school year, our teachers and administrators are gearing up to try to make up for all that happened last year. The strain on all of our staff was notable as it lasted for over a year, and seemed unrelenting.

With the Delta variant still in play, there is considerable concern for the continued physical and mental health of our professional team.

All of our staff are dealing with the same issues of being required to work in close quarters with others and the continued lack of a clear pathway forward.

As all this unfolds, I want to make sure we remember to keep all of our employees in mind. The teachers and administrators certainly deserve our attention, but so do many others on the front lines of this pandemic.

Bus drivers are the first contact

with our children every day and are in a high-stress environment. In many cases, they are not district employees, but they serve our children just as much as others do, so it is important to keep them in our thoughts.

Our nursing staff is also right in the middle of the COVID-19 crisis, being on the front lines in helping to keep our school community healthy and safe. We depend on them to keep our children well, and the risk to them is certainly very real. The pressure on them will be great in September.

One group that figures prominently in keeping our children safe during the pandemic was our custodial staff.

With all of the new cleaning protocols developed to keep our schools COVID-19 free, our custodians were working long hours to keep schools virus-free. This is another group of hard-working people that are often ignored, and they shouldn’t be.

There are certainly others that fall into these categories, as well. The sec-

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 retarial staff in all our buildings, often the first line of communications with the public, as well as all our paraprofessionals and other non-certified staff.

Coaches and other volunteers work daily in the schools, all working harder than ever to keep things as “normal” as possible, all while worrying about getting COVID-19 themselves.

As we begin the new school year, I encourage boards of education to find ways to recognize the invaluable service these people provide and to take the time to laud them for their contributions.

As we talk about wellness and mental health, do not focus solely on teachers and administrators. Everyone affiliated with our schools has had a rough time this year, and we shouldn’t take any of them for granted.

CABE Updates Database System to Better Serve Members

Nicholas Caruso

Sr. Staff Associate for Field Services and Coordinator of Technology, CABE

As the 2021-22 Fiscal Year began, the CABE Staff has been transitioning our membership data to a new management system, operated by the Nebraska Association of School Boards. Other state school boards associations also use the new system and the Nebraska Association is well aware of the needs of our Association, school boards and our members.

As with the former system, which operated for more than a decade, our database is key to ensuring that our communications with our members is up-to-date, even as boards turn over and new board members and superintendents take office. We use the system for providing emails such as Policy Highlights, Advocacy Highlights and

our Wednesday email blast, What’s Going On at CABE, as well as program registrations.

The actual process of transitioning will take some time to complete, but we have already upgraded to the new system for most of our work. The most important difference is that every one of our contacts (every Board Member, Superintendent or other individuals, such as Business and Educational Affiliates) will have their own portal to access important information specific to his or her needs.

All board members, superintendents and administrative professionals have been sent an email with a link and instructions on how to log in. If you have not yet received this notice, please contact Cory Ucci (cucci@cabe. org) or Nick Caruso (ncaruso@cabe. org) and we will work to get you connected.

Once in the portal, you will have

access to check and update your contact information, register for workshops and check your Board Member Academy credits. As the system develops, there will be other features available to our membership.

Administrative professionals can continue to register multiple board members as necessary in the new system.

From the main portal page, there are numerous short video clips of instructions on various aspects of the system and a short instruction manual is also available to download.

We ask you to please be patient as we refine the system and work through the growing pains this type of change brings.

Having looked at other systems, this new one will undoubtedly help us serve you better.

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 | A ssociate, 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 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 | September, 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

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EXECUTIVE DIRECTOR COMMENTARY

Steady as the Winds Change Robert Rader

Executive Director, CABE

Five years ago, I wrote my commentary on how the world was in tremendous flux and how the Mideast seemed to be spinning out of control.

We had ISIS or ISIS-inspired attacks in Paris and San Bernardino. Discussion during the presidential contests seems to challenge many of our long-held, cherished beliefs about our country.

Today, our world is split between the wealthy countries with enough vaccines for the COVID-19 virus and those who have few, if any. I have relatives in South Africa, and, of course, Afghanistan who are just now getting vaccines and appear to be many months away from being fully inoculated.

The Mideast is always spinning out of control, though ISIS is no longer the threat that it was, though terrorists or their allies seem to be advancing, especially in Africa. Our world is still changing before our eyes—sometimes in good ways, sometimes not so good.

A map of those states whose population has gotten vaccinations shows that the country is still divided.

Politics has turned the response to the virus into another blue and red split.

Getting vaccines and masking up, if needed, is one more divide.

With attacks on Diversity, Equity and Inclusion (DEI) initiatives, boards of education have been put on the defensive, having to explain that their schools are providing students with a culturally responsive education. We are teaching them how to understand and collaborate with those who are different from them —skills that they will need as they enter the workplace, the armed forces or anywhere else.

Board Focus

We know that some boards of education have had their focus shifted from the work they had been doing in preparation for the new school year.

Even as the world is shifting, there are some pillars of education that need to be touchstones for boards.

Boards have three responsibilities before all others: • To hire, support, evaluate and work effectively with the Superintendent of Schools; • To establish and regularly review all policies, ensuring they are lawful and designed to improve the quality of the school district; and, • To adopt, advocate for and oversee

the school budget, which is responsive to district goals and meets the needs of all students.

Focusing on these responsibilities and the needs of all children in the school district is key to building a positive legacy in your district and ensures that you “stay in your lane,” CABE President Harris’ direction to Board members.

High-performing boards crowd out the distractions and management issues that are best left to the superintendent and the other members of staff and instead ensure that the board focuses laser-like on the needs of the children.

In all of this tumult, I think it’s important to remember that the work of boards of education and superintendents is critical in serving as a bulwark for the people of our State. Our students, even those not old enough to understand, count on boards and superintendents to provide an education that will help them make sense of the world they will be entering—even as adults are somewhat confused by the turmoil in that world.

Board members and superintendents need to focus on the issues before them in an organized, thoughtful way. Of course, outside influences can often provide teachable moments in classrooms, when such issues are age-appropriate and there is time for a teacher to discuss them. However, boards need to concentrate on what is before them even while taking these outside influences into account.

Eight Characteristics of Effective Boards

Some years ago, NSBA’s Center for Public Education developed eight characteristics of effective boards that should be remembered, even as commotion swirls around the outside (and, yes, sometimes inside) of the board room. These eight are consistent with the Lighthouse Project that CABE has provided for our members.* Effective school boards: •C ommit to a vision of high expectations for student achievement and quality instruction and define clear goals toward that vision. Effective boards make sure these goals remain their district’s top priorities and that nothing detracts from them.

•H ave strong shared beliefs and values about what is possible for students and their ability to learn, and of the system and its ability to teach all children at high levels. In high-achieving

districts, poverty, lack of parental involvement, and other factors are seen not as excuses but as challenges to overcome.

• Are accountability driven, spending less time on operational issues and more time focused on policies to improve student achievement.

High-performing boards establish a vision supported by policies that target student achievement.

• Have a collaborative relationship with staff and the community and establish a strong communications structure to inform and engage both internal and external stakeholders in setting and achieving district goals.

• Are data savvy: They embrace and monitor data, even when the information is negative, and use it to drive continuous improvement.

• Align and sustain resources, such as professional development, to meet district goals.

• Work collaboratively with their superintendents to lead as a united team, each from their respective roles, with strong collaboration and mutual trust.

• Participate in team development and training with the superintendent to build shared knowledge, values, and commitments for improvement efforts.

As we look forward to the new school year, I would urge you to take a careful look at these eight principles.

Turn some of them into goals and have the Board concentrate on them for the rest of the year.

Continue to do the best you can for your students and, in the long-run, you will develop a superb, long-lasting legacy which will endure even through these difficult times. *As a reminder, if your district would like to receive Lighthouse Training, please contact Nick Caruso at ncaruso@cabe.org. Lighthouse is a series of training sessions to help boards focus on promoting student achievement. For more information, go to https://www.cabe.org/page. cfm?p=1318.

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

The Nutmeg Board and Remote Meetings 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 have been divided on the issue of remote meetings.

Board members Bob Bombast and Penny Pincher are sick and tired of meeting remotely because they thrive on personal interactions. By contrast, Board member Red Cent is an introvert and Mal Content is a bit of a misanthrope, and they both want to continue to meet remotely.

Last month, the Board members discussed on Zoom how they want to conduct their meetings, and the discussion got more than a little heated.

Bob accused Mal of being afraid of the public, and Mal shot back with a choice vulgarity, which the IT Director bleeped out in the recording that was later posted.

Mrs. Chairperson ruled them both out of order, and made the following motion: “Future meetings of the Nutmeg Board of Education will be in-person except as the Chairperson otherwise announces in posting the agenda.” Predictably, in the discussion that ensued, the Board members split, with Bob and Penny expressing support for the motion, and Mal and Red objecting to any procedure that would open the door to in-person meetings. However, Mrs. Chairperson broke the tie, and the motion passed.

Mal was not happy, and when Mrs. Chairperson announced that the vote had passed, he muttered, “We will see about that.”

When the time came, Ms. Chairperson posted the agenda for the September meeting. Mal promptly wrote to Ms. Chairperson and Mr. Superintendent, informing them that he would be participating in the meeting remotely irrespective of Mrs. Chairperson’s “ill-advised” motion. He also demanded that the Nutmeg Public Schools provide him with a camera-equipped laptop so that he could participate remotely. Mrs. Chairperson, however, had grown weary of

Mal’s intransigence, and she wrote back, telling Mal that he should just use the same computer he had used for the last eighteen months to participate in Board meetings remotely.

Mal did so, and when the meeting started, four members of the Nutmeg Board of Education were present in person in the Board’s meeting room, and Mal’s grouchy face was projected on a big screen. Mrs. Chairperson called the meeting to order, and after the Pledge of Allegiance, Mrs. Chairperson moved to Audience to Citizens, the opportunity for Nutmeg resident to offer words of advice and encouragement to the members of the Nutmeg Board of Education. The first speaker was Nancy Newshound, ace reporter for the Nutmeg Bugle.

“I signed up to complain to the Board on the lack of transparency in the plans for reopening school this fall. I heard from many families that they had many unanswered questions the first day of school. But before I get into all that, I must lodge a protest against the Board’s procedures this evening. As I understand the new law, if the Board runs a meeting in whole or in part electronically, then I or any other person who wants to make public comment should be able to do so electronically as well. Like so many other people here, I would have preferred to stay home this evening and offer my helpful guidance to the Board electronically. If Mal can stay home, why can’t the public?”

Once Mal chose to participate in the meeting remotely, was the Board obligated to give Nancy and others an opportunity to offer their public comment by remote means?

• • • • • • • • • • • • • Section 149 of June Special Session, Public Act 21-2 codifies and modifies the rules that evolved through Executive Order during the pandemic.

Section 149 now governs the situation when a public agency holds “a meeting that is accessible to the public by means of electronic equipment” (“remote meetings”). The key word is “accessible.” When some or all members of the public have access to a public meeting only through electronic means, the special rules in Section 149 apply. The rules for in-person meetings, however, did not change, and the special rules set forth Section 149 do not apply to in-person meetings, such

as the meeting held in Nutmeg.

Board members have been permitted to participate in meetings “by electronic means or otherwise” since the Freedom of Information Act was enacted in 1975, and here Mal was simply participating in an in-person meeting by electronic means. Section 149, paragraph (b), underscores that right, providing, “A public agency that conducts a meeting shall provide members of the public agency the opportunity to participate by means of electronic equipment . . . .” By contrast, members of the public have no general right to participate in a meeting of a public agency by electronic means unless the public agency chooses to conduct the meeting in that manner.

That said, many boards of education have been live-streaming their meetings, which permits a larger audience to watch the meetings while at home. Simply live-streaming a meeting does not trigger the special rules set out in Section 149. When a meeting is accessible to the public in person without electronic equipment,

the special rules in Section 149 do not apply. It would be illogical to impose special rules simply because the public agency provides access to a larger audience through live-streaming.

Significantly, Section 149 provides public agencies with the authority to hold remote meetings only until April 30, 2022. However, Section 154 of the Act charges the Connecticut Advisory Commission on Intergovernmental Relations, in consultation with the Freedom of Information Commission, with conducting a study on “the implementation of [Section 149], and the feasibility of remote participation and voting during meetings, including remote voting using electronic equipment such as conference call, videoconference or other technology.”

Accordingly, we expect that authority for conducting remote meetings will continue one way or the other.

A detailed review of the special rules that apply to remote meetings is beyond our scope here, and the Freedom of See SEE YOU IN COURT page 7

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 | September, 2021

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

NEW LONDON SCHOOLS

(continued from page 1)

ilies”. NLPS’ comprehensive district improvement plan can be found at https://www.newlondon.org/dip.

Toward that end, and entering school year 2022, New London is piloting a K-1 year-round, multi-aged schooling model whereby students are following a new calendar framework to attend school in person, for six-weeks, followed by a two-week break. New London launched this pilot during the third full week of July, 2021. It is a two-year model of commitment, from both staff and families, that maintains the same number of contractual school days, however, repurposes the use of the school year calendar and its time differently. All K/1 families were invited to participate and could choose either this year-round pilot model or the traditional 10-month schooling option.

The new K/1 model promotes teamwork as professional educators work together to support students.

I believe that teachers are incredibly talented and need time and opportunities to collaborate and design instruction to match students’ unique needs.

In this model, two classroom teachers work together daily and are supported by certified English Language and Special Education teachers, too. There is regular uninterrupted time to serve students through a team approach that will stay with participating students for two years (if student started program in K).

After participating in several months of “Dreaming Big” focus groups with parents, staff, and students, the model, which has gained a lot of interest and excitement, was designed. The model aims to decrease lost time due to unnecessary transitions and instead, maximize the use of time to allow for coherence of academics and social-emotional development, leverage a team-based approach to teaching, differentiate instruction based on individual learners’ needs, and deliver wrap-a-round services to every child and family. Teacher, family,

AFFINITY GROUPS

(continued from page 1)

will meet together to share their experiences and their goals.

Each group will have its own facilitator, guided by Dr. Brackeen-Harris, who has created and facilitated such groups before. She has found it a powerful tool in helping all involved develop positive relationships and learning from others.

This is a more detailed discussion of a possible agenda for an affinity group:

Session 1: Becoming

Session 1 will focus on becoming

and student empowerment are embraced.

Opportunities for teachers and parents to work side-by-side exist at the end of every academic cycle. Parents will participate in classroom data teams, event planning, and on-going professional development regularly.

They will also receive detailed information on multiple areas of their child’s development six times per school year.

NLPS’ Board of Education as well as the Teachers’ Union supported this model and positions were posted for both internal and external staff to apply. Superintendent Ritchie is proud of the strength, including skillset and passion, in the new teams created to support this early childhood endeavor.

NLPS’ Board of Education President, Regina Mosley, added “I am so excited we are able to offer this early-childhood, year-round leaning opportunity to our families. Engagement, continuity of services, and a supportive structure are keys to high-quality education. Our students are the hub of our community and fostering long-term relationships through learning are vital in shaping future leaders.”

Families have options for the two-week breaks. NLPS has partnered with community organizations that are offering daycare on a sliding scale fee.

The district has also lined up various community partners to be able to share enrichment opportunities for families to partake in during these mini breaks. An example of such is partnering with a local organization that can provide swimming lessons to students. A third option is for families to truly have “vacation”.

No matter what a family decides, each family can expect a virtual check in from their child’s teacher at least once during a break. Virtual tutoring is also an option for students who could benefit from continued academic instruction, on an ongoing basis, with their teacher. “Developing an innovative concept and then delivering on that idea for the betterment of our students and families is something all a safe group. It is important to share your personal identities with the group and how you ended up in this space.

Discover the diversity within your group and look at the strength of your group. It is important that you take the time to make sure you know each other.

Session 2: Journeys

In this session, talk about your journey to becoming a member of your local school board: 1. W hat is the make-up of your Board?

2. W hat responsibilities do you

board of education members strive for.”

In New London, we are proudly spearheading this year-round program knowing that our youngest children and their parents or caregivers deserve a jumpstart in 21st Century collaborative education. It is no longer acceptable to simply educate, but we must surround our children as early as possible with the support they need. Our year-round K-1 program will provide this support for our children as they begin their successful journey to adulthood”, commented New London Board of Education Secretary, Bryan Doughty.

Last month, two CT television stations shared NLPS’ story piloting this new, innovative design model.

You can find the pieces at https://bit. ly/3iDIG3f (NBC CT) and https://bit. ly/3yHM5Uw (WFSB). have?

3. What has your experience been like?

4. W hat are your needs? How can you be more effective? What issues would you like to identify and discuss? How can you use your shared expertise to help each other?

Session 3: The Work

In this session, you will pick one goal and work on it. Then you will determine your agenda for when you meet with the companion affinity group(s).

We will collect multiple data sets from this program over its two-year span seeking academic results as well as ongoing feedback from teachers, support staff and parents. Attendance patterns will also be monitored.

This is a model that aims to support a well-balanced approach to a young student’s development, fostering a safe environment to learn and grow, both in the classroom and while a student is engaging with their parent out in their community. Parents are incredible partners to a child’s successful development, and I am so pleased that this model offers them a chance to be at the table, side-by-side with us, to ensure success.

Approximately 30 families are a part of this first year of the K/1 Pilot Model Program.

Session 4: Coming Together

• Share what you wish about your first three sessions-goals, etc.

• Find a common goal that you would like to work on together.

As we begin the school year, this is an ideal time to become part of one of these inaugural affinity groups. To join, contact Dr. Brackeen-Harris at mbrackeenharris@yahoo.com or Cory Ucci at cucci@cabe.org.

Should other board members desire to start additional groups, please let us know.

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

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Book Review:

The Warmth of Other Suns: The Epic Story of byAmerica’s Great Migration Isabel Wilkerson Robert Rader

Executive Director, CABE

Last winter I read Pulitzer Prize winning Isabel Wilkerson’s Caste: The Origin of our Discontents, a comparison of India’s caste system, the Nazi regime’s treatment of Jews up to and during the Holocaust and the history of African-Americans in the South (see May, 2021 Journal). I found it a thoughtful history of the three different systems and learned a lot that I had not known, such that the Nazis modeled some of the barbarity of the Holocaust on laws in certain southern states.

This connection between biased and inhumane treatment of classes of people and their similarities was analyzed by Wilkerson in a thoughtful, though often shocking history of evil and cruelty. I decided to continue on my journey of learning about the experience of African-Americans in our country by reading Wilkerson’s first book, the Warmth of Other Suns: The Epic Story of America’s Great Migration, which describes the journey of millions of African-Americans from the South to the North and West during the Jim Crow period and after.

We know we are in a time where there is much disagreement on how history is taught in our schools, whose version of history will be taught. Will it include the stories of all Americans or be limited to those of certain races?

If we are to be truthful to Amer-

RUSSELL-TUCKER

(continued from page 1)

has become the next Commissioner of Education. Charlene has long been an advocate for public education, particularly for our most vulnerable, disenfranchised and needy students.

We look forward to strengthening our work with the Commissioner, State Board of Education (SBOE), and the State Department of Education as we work towards SBOE’s goal of ‘equipping every child, regardless of gender, race, ethnicity, family wealth, zip code, or disability status with the knowledge and skills needed to succeed in college, careers, and civic life.’ ”

ican history, we must recognize that our history is not simply one story narrated by one group. America’s history is really the combined and inclusive stories of all of our inhabitants. In focusing through that lens, we can better understand the needs and desires of all of our people.

African-Americans were the only race of people who were brought to the U.S. involuntarily. Slavery was a basic building block of the country’’s economy and, as we know, enslaved people were often inhumanely separated from their families, beaten, had no legal rights, and even only counted as 3/5 of a person when our Constitution was written.

The Civil War was supposed to have ended slavery, especially after the Constitution was amended to outlaw the practice and, at least on its face, to guarantee all Americans the same rights. Reconstruction followed immediately after the war, a time in which blacks had equal rights to vote, hold public office and be treated equally.

However, once the North had withdrawn its occupying troops as part of the Compromise of 1876, former enslaved people and their offspring were almost all still in the South. They were often sharecroppers and their former owners or their descendants set prices for the work they did, determined how they did it and where they lived. They also were subject to much tougher penal laws than whites and rarely received impartial justice.

In addition to the control of the lives of their former enslaved people, the “caste” system was enforced by keeping the sharecroppers and other African-Americans in debt to their employers, reinforced by the rise of the Ku Klux Klan and the many whippings and lynchings carried out to enforce the system that became known as Jim Crow — the segregation of the races, with African-Americans on the lowest rung of the social, economic and political ladder.

It is little surprise that many African-Americans looked to escape from these conditions, much as those of other ethnicities came to America hoping to escape from religious prejudice, famine or other situations that made it worth the risk to start their lives over again. The difficulty of leaving family, friends and the familiarity of home cannot be underestimated.

Many African-Americans had served in the Army during the war and saw how much better people of color were treated in Europe. They returned to the South and soon learned that their lot in life did not change.

In Warmth, Wilkerson uses three individuals as representative of the estimated six million African-Americans who left the South in the years after World War I: one who became a very well-known doctor in LA; a woman who kept close ties to her hometown in the South; and a man who fought for the rights of fruit pickers in the South, got out just before he was

probably going to be lynched for it and went on to be a Pullman porter, who lived in New York.

I found Wilkerson’s description of how few blacks were in cities, such as Chicago, Los Angeles and New York prior to the migration particularly interesting. Today, we often think of these cities as majority-minority, but that did not occur till the migration.

She provides research on how, contrary to popular belief, the migrants were often as well-educated as blacks who were already in the cities, achieved more in school and often were more successful.

The individual stories are detailed and fascinating, but, having learned nothing of the migration in school (all right, it was a long time ago when I was in school), I was appreciative of the many stories and the great research Wilkerson provides. The history of the risks taken to leave the South for the “Promised Land” and take one’s chances on building a new life in the North, is so similar to those of other ethnicities and races.

This is part of the African-American 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 where we are.

Anything less omits history we need to know to understand where we are going.

Russell-Tucker’s biography states that “she is a performance-driven and visionary education leader who passionately supports the inter-connectedness of the social, emotional, physical and mental health of students and their families as foundations for positive school and life outcomes. She values family and community engagement in education and leads school attendance and school discipline initiatives with intensive focus on equity and diversity.”

The Commissioner provides leadership to the Department of Education, which is the administrative arm of the State Board of Education. Her nomination still needs the confirmation of the Legislature.

SEE YOU IN COURT

in person, as applicable.” Moreover, when a remote meeting is conducted solely by electronic means, members of the public now have the same right to offer public comment as they would in an “in-person” meeting. Given that the meeting in Nutmeg was in person, however, Nancy and other members of the public had no legal right to offer their “helpful guidance” to the Nutmeg Board by electronic means.

(continued from page 4)

Information Commission has made an excellent summary available online: https://portal.ct.gov/-/media/FOI/ Notices_General/Primer--RemoteMeetings-as-of-722021.pdf. As to the specific issues of public comment, we note at the outset that boards of education are not required to provide an opportunity for public comment. However, when a board of education does provide that opportunity and conducts a remote meeting, the agenda must now include instructions for the public “to attend and provide comment or otherwise participate in the meeting, by means of electronic equipment or

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.

8

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

Trusting In Educators Patrice McCarthy

Deputy Director and General Counsel, CABE

In Teachers We Trust by Pasi Sahlberg and Timothy Walker, the authors describe the Finnish trust based school system. Sahlberg is also the author of Finnish Lessons, and Walker authored Teach Like Finland.

The authors provide seven key principles to build a culture of trust in schools which can be implemented in any country.

• Educate Teachers to Think • Mentor the Next Generation • Free Within a Framework • Cultivate Responsible Learners • Play as a Team • Share the Leadership • Trust the Process The authors describe tools to implement these principles, including the training of future teachers, fostering collaborative professionalism among educators, and encouraging student agency. They make it clear that trust is

not limited to the adults but also applies to students.

Their suggestions to build trust include: • When you evaluate or reflect on how your school is doing, make trust among the adults in your school one of the indicators of success; • Destigmatize failure. Introduce and discuss the idea of FAIL (first attempt in learning) with the faculty. During staff meetings, incorporate time for sharing lessons learned through missteps. This practice affirms a culture of learning, innovation, and vulnerability; and • As a faculty, study the interplay between communication and trust. Are there some forms of communication, such as phone calls and face-to-face meetings, that cultivate more trust between adults?

The authors emphasize the importance of developing the ability

of students to “learn to learn”- just as we refer to the skills needed for life-long learners. With respect to teachers, a communal atmosphere and a team oriented mindset are key to collaboration.

The authors also discussed recommendations from A Nation at Hope (Aspen Institute, 2019) that are designed to lead to schools that are more trusting and successful: 1. Set a clear vision that broadens the definition of student success to prioritize the whole child; 2. Transform learning settings so they are safe and supportive for all young people; 3. C hange instruction to teach students social, emotional, and cognitive skills; embed these skills in academics and in schoolwide practices; 4. Build adult expertise in child development; 5. A lign resources and leverage partners in the community to address the whole child; and

6. Forge closer connections between research and practice by shifting the paradigm for how research gets done.

The book provides practical suggestions to develop school cultures that foster trust and engagement – for students, staff and policymakers.

Through the board’s vision and policies, boards of education can provide the foundation to create a culture of trust in the district.

Did You Know?

For the price of CABE dues, your board and superintendent are eligible for: • Unlimited telephone consultation on policy issues; • Sample school board policies and regulations whenever you need them; • Policy Highlights.

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

9

THE POLICY CORNER Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

Policy Implications of New Legislation Recent General Assembly action resulted in considerable legislation with implications for local board of education policy. This article reviews some of that legislation.

P.A. 21-2: An Act Creating a Respectful and Open World for Natural Hair: This legislation, effective March 4, 2021, makes it illegal to (1) discriminate based on a person’s hair texture and protective hairstyle in employment, public accommodations, housing, credit practices, union membership, and state agency practices or (2) deprive any person of any rights secured or protected by the Connecticut Constitution or the United States Constitution. It specifies that the term “race” includes ethnic traits historically associated with race, including hair texture and protective hairstyles.

Policy #4118.11/4218.11, “Nondiscrimination, pertaining to personnel is impacted by this legislation.

P.A. 21-2: An Act Concerning Immunizations: This Act eliminates the religious exemption from immunization requirements for individuals attending public and private schools.

The Act grandfathers in individuals enrolled in grades kindergarten or higher who submitted a religious exemption prior to the law’s passage (April 28, 2021). It continues to grandfather these students if they transfer to another public or private school in the state.

Individuals with prior religious exemptions who are enrolled in pre-kindergarten or other preschool programs generally must comply with immunization requirements by September 1, 2022, or within 14 days after transferring to a different public or private program, whichever is later.

However, these children can extend the timeframe within which they must comply with the immunization requirements if they present a written declaration from a medical provider recommending an alternative immunization schedule. Medical exemption from the immunization requirements for individuals who can document that the immunization is medically contraindicated is maintained.

Recommended policy #5141,

“Student Health Services,” and policy #5141.3, “Health Assessments and Immunizations,” are impacted.

P.A. 21-25: An Act Concerning Access to Certain Public Employees

by The Exclusive Bargaining Representative of a Public Employer Bargaining Unit: This Act, effective October 1, 2021, requires boards of education to provide public employee unions with certain information about new and current employees; access to new employee orientations; and, access to the employees that they represent to government buildings and facilities to conduct meetings with bargaining unit members.

Also established are requirements and criteria related to payroll deductions for dues paid to public employee unions. It is prohibited to deter or discourage public employees or job applicants from becoming or remaining members of a union, authorizing representation by one, or authorizing dues or deductions to one. It is a prohibited labor practice for public employers to encourage an employee to resign or decline membership in a public employee union.

A new optional policy, #4135.141, “Union Access to Employees,” addresses this legislation.

P.A. 21-27: An Act Concerning Breastfeeding in the Workplace: This Act, effective October 1, 2021, establishes certain criteria for employer-provided areas used by employees to express breast milk. Existing law required employers to make reasonable efforts to provide a room or other location near the employee’s work area, other than a toilet stall, where an employee can express her milk in private during a meal or break period.

The Act requires that, as long as there is no undue hardship, this area must (1) be free from intrusion and shielded from the public while the employee expresses milk; (2) include or be near a refrigerator or employee-provided portable cold storage device in which the employee can store her breast milk; and (3) have access to an electrical outlet.

Optional policy #4118.114/4218.

114, “Pregnant Women in the Workplace,” and its accompanying administrative regulation, have been revised to reflect this legislation.

P.A. 21-46: An Act Concerning Social Equity and the Health, Safety and Education of Children: This lengthy Act makes various changes to laws affecting children and students and related entities, including boards of education.

Some portions of this comprehensive legislation have policy implications. This Act: 1. requires boards of education to integrate the principles and practices of social-emotional learning into programs of professional development and statements of educational goals; 2. permits parents to attend parent-teacher conferences remotely; 3. requires additional parent-teacher conferences during periods when a school district conducts school sessions remotely; 4. requires the provision of information by teachers concerning safety, mental health and food insecurity during such conferences; 5. p ermits boards of education to provide instruction to high school students remotely and prohibit such boards from deeming absent a student who attends school remotely; and, 6. requires boards of education to permit students to take up to two mental health wellness days per school year.

Many policies are impacted by this legislation. Space considerations prohibit a discussion of these. However, all versions in CABE’s policy resource bank have updated as necessary. The policies impacted include #0200, “Goals for the Public Schools,” #1110.1, “Parent Involvement,” #3542.43, “Food Service Charging,” #4131, “Staff Development,” #5113, “Attendance,” #5113.2, “Truancy,” #6112, “School Day,” #6159, “Individualized Education Program/Special Education Program,” #6171.2, “Pre-

school Special Education,” and#6172.6, “Remote/Online Courses.”

P.A. 21-144 An Act Implementing the Recommendations of the Department of Education: This Act, effective July 1, 2021, makes numerous changes in the education statutes. Two sections have policy implications. First, planning and placement teams (PPTs) for special education students are required to write transition services into individualized education programs (IEPs) for all 14-year-olds. Next, the Act creates a new PPT process that must occur before a student receiving special education services enrolls in TECS. Policy #6159, “Individualized Education Program/Special Education Program,” has been revised to reflect the changes. in this Act. P.A. 21-199: An Act Concerning Various Revisions to the Education Statutes: This Act made additional revisions to the educational statutes.

The changes impacting policy include the following: 1. requires boards of education to develop a policy by July 1, 2022, for equitable identification of gifted and talented students that uses multiple identification methods that comply with State Department of Education (SDE) guidelines; 2. requires boards of education to create or revise a policy by July 1, 2022, for student placement in advanced academic courses or programs that is not based exclusively on academic performance); 3. creates a new content requirement for grades 6-12 student success plans and generally requires the plans to be created in collaboration with students and their parents or guardians; 4. requires boards of education to adopt a new challenging curriculum policy by July 1, 2022; 5. requires boards of education to adopt a policy, by July 1, 2022, to improve the completion rates for the Free Application for Federal Student Aid (FAFSA) among See POLICY IMPLICATIONS page 18

10

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

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

11

Maintaining Civility at Board Meetings Most school board meetings tend to be routine and can even be a little boring. But issues do come along that bring out passion and fill the boardroom.

There is no end to the issues before Boards this year!

How do you maintain a civil discourse while discussing these hotbutton issues at board meetings?

It can be a challenge. Caught up in the moment, as we have seen this summer, people sometimes get angry, emotional and make personal attacks as they advocate for or against issues they care deeply about. Board meetings can quickly get out of hand if the board doesn’t have — and follow — specific rules for conducting meetings.

It boils down to requiring people to treat each other with respect, even when they disagree.

A good first step is to follow rules of parliamentary procedure and in particular Robert’s Rules of Order.

While these procedures can sometimes seem intimidating and overly formal, they provide a structure for conducting the meetings efficiently and fairly, with participation by the public.

Even when parliamentary procedure is followed, things can

get chaotic if the board chair doesn’t enforce the rules and demand that speakers show common courtesy and decorum. It’s important to keep the discussion focused on the issue being debated and avoid degenerating into personal attacks.

The board chair should cut off discussion that becomes too personal or disrespectful and make clear that the behavior is the problem, not the speaker’s opinion. Sometimes, if conversations get too heated, the chair might even need to call for a break to give people a chance to calm down and restore order.

Maintaining order is important not only to conducting business efficiently but also to creating an atmosphere where people feel safe to participate.

When meetings devolve into loud, rowdy gatherings, many people become afraid to voice their opinion and become the target of ridicule or personal attacks.

Some feel physically afraid.

By following established rules and treating all people with respect, the board can encourage active participation in board meetings in a way that allows for robust discussion without turning the meetings into battlefields.

Here are some other tips for maintaining civility at board meetings from the Institute for Local Government (www.ca-ilg.org):

respectful of others and that you will cut off any testimony that involves name calling or is otherwise derogatory.

Set a time limit

Listening is an important way board members can show respect to speakers, as well as learn what they want to share. Board members should listen with their whole bodies — making eye contact with the speaker, perhaps taking notes.

They should show through their demeanor that they are really hearing and trying to understand what the speaker is saying, even if they don’t agree with it. Nothing riles the public more than if it thinks the board has already made a decision but is just going through the motions in hearing public testimony.

It’s often best to limit the time allotted to speakers to three minutes or some other designated amount, so that a particular speaker doesn’t dominate the discussion. Assure people they all will be allowed a turn to speak. That can help prevent people from interrupting others out of fear they won’t have an opportunity to give their opinion or rebut a comment.

To save time, remind people that if a previous speaker has already expressed their views, they could simply say they agree with the previous speaker. The goal is to create a culture where people are respectful of each other’s right to voice an opinion and participate in the meeting.

Outline the process

It can help reduce tension if the board chair, at the start of the meeting, outlines the process to be followed, including any limitations on public participation. Review any time restrictions. Remind them to be

Listen, listen, listen

Separate people from the problem

Name calling, personal attacks and questioning people’s motives only raise tension instead of moving the conversation forward. The board chair should immediately stop any discussion where this happens and remind the speaker to focus on the issue, not personalities.

See CIVILITY page 13

12

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

Supreme Court Rules on Discipline for Off-Campus Conduct Patrice McCarthy

Deputy Director and General Counsel, CABE

The U.S. Supreme Court issued its decision in Mahanoy Area School District v. B.L. in late June, addressing the extent to which public school officials can impose discipline for student speech that occurs off campus.

The case involved a student who failed to make the varsity cheerleading squad and posted an online profane rant.

Team rules required that participants have respect for the school, coaches, teachers and other teams and that good sportsmanship would be enforced, including prohibition on foul language and inappropriate gestures. The rules also prohibited negative information about cheerleading, cheerleaders or coaches from being placed on the internet. The discipline imposed by the cheerleading coaches was removal of B.L. from the team.

In an 8-3 decision, the Supreme Court determined that public schools have less authority to regulate student off campus speech than on campus speech, but they do have significant interest in addressing off campus student speech in limited circumstances. In this case, despite the posting of the online rant related to a school issue, there was little disruption shown in the school environment. The Court made it clear that the Tinker standard does apply to

some off campus circumstances.

Questions have arisen as a result of this decision about the ability of a school district to enforce an athletic code containing an express waiver of a First Amendment right to use profanity on social media off campus. The Court in Mahanoy appears to indicate that a school would have to show substantial disruption or harm to an individual in order to enforce such a prohibition.

The 11th Annual CABE Summer Leadership Conference was CABE’s first in-person meeting since March 2020. It was wonderful to see so many of our members!

CABE Deputy Director and General Counsel Patrice McCarthy facilitated a panel discussion on Dealing with Divisive Issues. Panelists were (l to r) Dr. Terrell Hill, Superintendent, Bloomfield; Leonard Lockhart, Board Chair, Bloomfield; Kathleen Balestracci, Board Chair, Guilford; and Dr. Paul Freeman, Superintendent, Guilford.

Dr. Elaine Ducharme spoke with participants about caring for their own social emotional wellness.

CABE MEETS IN-PERSON FOR ELEVENTH ANNUAL SUMMER LEADERSHIP CONFERENCE

Acting Commissioner Charlene Russell-Tucker spoke to participants about the opportunities and challenges in public education in Connecticut. Pictured: East Lyme Board members John CABE Executive Director Robert Rader and DEI Consultant Dr. Martha Brackeen-Harris, had a Kleinhans, Jaime Barr Shelburn, Candice Carlson and Acting Commissioner Russell-Tucker. conversation about the DEI work individuals and districts are doing. (photo courtesy of Jaime Barr Shelburn).

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

13

CABE: Working for YOU

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

We did this:

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

zR esponded to 21 requests for policy information from 14 districts, providing sample materials on 16 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 remote learning and student issues including field trips, attendance, privacy, retention and behavior. zP rovided workshops on Roles and Responsibilities for the Colebrook, Torrington, and Woodbridge Boards of Education. zF acilitated board retreat for the Region #8 Board of Education. zF acilitated discussion with CABE Leadership Institute Alumni. zP lanned and implemented successful 11th Annual CABE Leadership Conference.

B y helping school boards to increase student achievement:

z S ent two issues of “Policy Highlights” via e-mail listserv covering topics that affect student achievement.

Included topics pertained to required parental notifications, impact of recreational marijuana on schools, and off-school grounds social media postings.

B y ensuring members receive the most up-to-date communications:

zM et with Chris Horan of Horan Communications on public relations work. zP repared materials, as part of the Custom Policy Service, for Sharon and Woodbridge. zR evised policies in the master resource file of policies and in the online Core Manual based in recent legislative action. zD istributed the Policy Update Service publication containing legislative updates.

zP articipated in a meeting with CTS to resolve some issues with the posting of online manuals. zD eveloped a new “Drug Free Schools” policy to address the impact of recreational marijuana.

B y promoting public education:

zP articipated in Board Chair CheckIn and Update. zA ttended CAPSS Board of Directors meeting. zP articipated in interviews with the Hartford Courant, WTIC, CCM, and FOX61.

B y providing services to meet member needs:

zH osted Government Relations, State Relations, and Resolutions Committee meetings. zF acilitated goal setting retreat for the Darien Board of Education. zW elcomed Enfield and Region #1 to the Policy Update Service with the previous legislative issue. zD iscussed policy services with Plainfield to address their needs. zD iscussed the C.O.P.S. program with Watertown to post their manual online. zD istributed forms pertaining to the Custom Update Service in order to revise district policies impacted by recent legislation. zA ctivated online posting of manuals using C.O.P.S. for Sharon. zW orked on audit of the policy manuals for Brookfield and Union. zP articipated in an online meeting with Wallingford to discuss the development of a new policy manual. zP articipated in an online meeting with Sharon regarding how to use the C.O.P.S. online posting of their manual.

B y attending Professional Development to strengthen staff knowledge and skills:

zA ttended NSBA Council of School Attorneys webinar. zA ttended Pullman & Comley legal seminar. zP articipated in NSBA Trainers webinar on member recognition programs.

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

zP articipated in the Regional Education Laboratory for the Northeast and Islands Virtual Governing Board Meeting. zA ttended Department of Public Health/State Department of Education Health and Safety webinars. zH osted Board Chair Check-In and Update. zP articipated in NSBA State Association Counsel calls. zP articipated in Special Education Leaders Task Force. zP articipated in Social Emotional Learning Collaborative. zP articipated in NSBA Executive

Directors Summer Institute. zP articipated in meeting of the Campaign for Working Connecticut-State and Federal Legislation Recap and Updates. zA ttended NSBA Delegate Assembly webinars on the Delegate Assembly process. zC haired meeting of the Digital Learning Advisory Council for the Connecticut Commission for Educational Technology. zA ttended Board of Directors meeting of Discovering Amistad. zP articipated in National School Public Relations Association (NSPRA) planning call regarding the formation of a New England chapter.

CIVILITY

Walk the talk

(continued from page 11)

No applause or heckling allowed

Ask people not to clap, cheer or boo the testimony of different speakers. It can be intimidating for people to share views that they fear will draw boos and ridicule.

It also can encourage speakers to focus more on getting applause than in making their point in a respectful manner.

Call a recess

If people ignore the rules, start interrupting other speakers and things get out of hand, the board chair should call a recess. A short break can calm things down and help restore order. If a recess does not work, it may be necessary to remove a disruptor from the meeting.

Another option is to end the meeting.

Board members need to follow the same rules of courtesy and respect as they expect the public to follow. These include: • limiting statements during discussions to those that move the conversation forward • keeping remarks brief, to the point and non-repetitive of comments others have made (other than to note agreement) • avoiding personal attacks (in public and private) and otherwise adhering to the strategies described above.

If civility issues continue to plague your Board, call CABE to discuss other options.

This article first appeared in the January 2019 CABE CONNection publication.

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(continued from page 9)

grade 12 students or students in adult education programs; 6. raises, from age 17 to 18, the age when a student may withdraw from high school beginning in the 2023-24 school year, but also allows a parent or guardian of a 17-year-old student to withdraw the student if he or she simultaneously enrolls in an adult education program; 7. requires boards of education to update their written weighted grading policy to address additional courses and programs.

Many of the required policies cited do not impact districts until July 1, 2022. Further, the policies must be in accordance with guidance provided by the Department of Education. Therefore, CABE will develop new or revise existing policies after the SDE guidance is promulgated. The change in the age of withdrawal from school is effective July 1, 2023. Therefore, the policy addressing ages of attendance need not be changed at this time. Policy #6146.11 “Weighted Grades,” has been revised.

P.A. 21-86: An Act Concerning

The Journal – Connecticut Association of Boards of Education | September, 2021 the Enrollment of Children of Members of the Armed Forces in Public Schools and the Establishment of a Purple Star School Program: This Act, effective July1, 2021, requires boards of education to accept, as proof of residency for any child of an armed forces member seeking enrollment in a public school, the military orders directing the member to the state or any other armed forces’ documents indicating the member’s transfer to the state.

The Act also requires the State Board of Education, within available appropriations, to establish a Purple Star School Program to designate schools that provide specific support services, assistance, and initiatives for military-connected students and their families Recommended policy #5112 “Ages of Attendance,” has been revised.

P.A. 21-95: An Act Concerning Assorted Revisions and Additions to the Education Statutes: This Act requires numerous actions related to social-emotional learning, including assessing students for social-emotional learning, developing a statewide social-emotional learning strategy, developing social-emotional learning

standards and provisions about social-emotional learning and training.

The law includes provisions on social-emotional learning and teacher professional development and school resource officer training. It also requires the bullying statute be reviewed for possible changes and modifies the membership of safe school climate committees.

The Act also makes changes to the education statutes regarding topics for which a board of education can be petitioned to hold a public hearing, inschool vision screening equipment, a

special education services and funding task force, a plan for a statewide remote school, and acting superintendents’ probationary periods.

This legislation affects numerous policies. They include bylaw #9350, “Public Hearings,” policy #5141, “School Health Services,” policy #6142.102, “Social and Emotional Learning,” policy #5142.4, “School Resource Officers,” policy #4131, “Professional Development,” policy # 5131.911, “Bullying,” and policy #6142.102, “Social and Emotional Learning.” All have been modified to reflect the legislation.

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

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

C.O.P.S.

What will provide YOUR district?

• A policy manual updated within days of a board meeting.

• Access to your policy manual 24/7 anywhere with Internet capability.

• 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

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

15

UNDERSTANDING CONNECTICUT’S FOIA

New (Temporary?) Provisions on “Remote” and “Hybrid” Meetings Mark J. Sommaruga, Esq. Pullman & Comley, LLC

The recently enacted “budget implementer” bill amends Connecticut’s Freedom of Information Act (“FOIA”), preserving, at least temporarily, elements of pandemic-era Executive Orders concerning “remote” and “hybrid” meetings. Here are the highlights.

The Continued Remote/Hybrid Meetings Option: Until April 30, 2022, a public agency such as a school board can hold meetings that are accessible to the public through 1) electronic equipment only (i.e., “remote meetings”) or 2) remote participation in conjunction with an in-person meeting (i.e., “hybrid meetings”).

For these meetings, boards must use technology that “facilitates realtime public access to meetings,” such as “telephonic, video or other conferencing platforms.”

Regular Meeting Notice/Posting Requirements. If a board intends to conduct a remote or hybrid regular meeting, it must provide at least 48 hours 1) advance written or electronic notification to each board member and 2) notice to the public, posted in its office and on its website. Boards still must post agendas for these meetings at least 24 hours in advance; the notice/ agenda must include instructions for the public to access the meeting.

Special Meetings: A notice of a special meeting must be posted 24 hours in advance and indicate whether it will be conducted solely or in part via electronic equipment (with instructions for accessing the meeting).

Public Access For Remote Regular Meetings: If a board conducts a meeting (other than an executive session or special meeting) solely by means of electronic equipment, it must 1) provide any member of the public (upon a written request at least 24 hours in advance of the meeting) with a physical location and electronic equipment necessary to attend the meeting in real-time, 2) record or transcribe the meeting (excluding portions held in executive session), with any transcription/recording to be posted on its website and made available to the public in the board’s office no later than seven days after the meeting and for at least 45 days thereafter; and 3)

if a quorum of board members attend a meeting via electronic equipment from the same physical location, permit the public to attend the meeting in that location. NOTE: Boards are not required to provide such access/ equipment for in-person or hybrid meetings, since the public can access such meetings by merely showing up.

Public Comments: Members of the public attending remotely must be provided with the same opportunity to provide comment and participate in the meeting that they would be accorded if it was in-person. Boards are NOT required to offer persons attending a meeting remotely the opportunity for comment if they are not required by law for persons attending in-person.

Board Member Remote Participation: Board members must be provided with the opportunity to participate in meetings remotely. Boards are not required to adjourn or postpone a meeting if a member loses the ability to participate because of issues with that member’s electronic connection, unless the member’s participation is necessary for a quorum. Unless unanimous, votes taken at a meeting at which any member participates remotely shall be taken by rollcall. Meeting minutes must identify which members attended in-person or remotely.

Identify Yourself: Any board member or member of the public participating in a meeting conducted via electronic equipment shall make a good faith effort to state one’s name and title (if applicable) at the outset of each occasion that the person participates orally during an uninterrupted dialogue or series of questions and answers.

If Technology Fails: A board is not required to adjourn or postpone a meeting if a member of the public loses the ability to participate because of issues with the person’s connection to the meeting. If a meeting conducted via electronic equipment is interrupted by disconnection or an unacceptable degradation of the electronic equipment, or if a board member necessary to form a quorum loses the ability to participate because of such issues with the member’s connection, the board may (at least 30 minutes -but not more than two hours- after the interruption) resume

the meeting 1) in-person, if a quorum is present in-person, or 2) if a quorum is restored via electronic equipment, solely or in part by such equipment.

The board shall (if practicable) post a notification on its website and inform attendees by electronic transmission of the expected time of resumption, or the adjournment or postponement of the meeting, and may announce at the beginning of meetings what preplanned procedures exist in the event of an interruption.

What Happens After April 30, 2022? The Connecticut Advisory Commission on Intergovernmental Relations will conduct a study and issue a report to the General Assembly

by February 1, 2022 with findings and recommendations that may guide further legislative action regarding remote and hybrid meetings.

Final Thoughts: While the new law continues much of what was in prior Executive Orders, there are important distinctions, such as having

to provide (upon request) a physical location with electronic equipment necessary to attend a remote regular meeting. The law continues to provide board members with a right to attend meetings remotely (even meetings held in-person).

A board can still choose to conduct traditional in-person meetings (and avoid some of these new issues). The new law does not provide boards with the ability to limit attendance at in-person or hybrid meetings, so a board holding a meeting that is at least partially inperson should plan on using facilities that would accommodate its meetings in normal times (unless capacity limits for indoor meetings are reinstated via a worsening of the pandemic). Finally, meetings may be subject to applicable mask requirements.

Attorney Sommaruga is the author of “Understanding Connecticut’s Freedom of Information Act” (5th Edition 2018).

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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 new Fifth Edition has been updated to now include:  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

16

The Journal – Connecticut Association of Boards of Education | September, 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 the Title IX regulations effective in August 2020, transgender athlete policies and the sexual harassment training obligations mandated by October 2020.

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 And, for critical information on the legal implications as a result of the COVID-19 pandemic, please visit our COVID-19 Focus page at pullcom.com to view recent publications, receive alerts, and to register for and view our webinar series related to the pandemic.

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.

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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 203.330.2137 ssedor@pullcom.com

Michael P. McKeon 860.424.4386 mmckeon@pullcom.com

Mark J. Sommaruga 860.424.4388 msommaruga@pullcom.com

BRIDGEPORT

HARTFORD

SPRINGFIELD

STAMFORD

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WESTPORT

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203.330.2000

860.424.4300

413.314.6160

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914.705.5355

THE JOURNAL — Connecticut Association of Boards of Education — SPECIAL SECTION: 1

Our Purpose:

CABE is the only statewide organization that advocates for school board leadership in Connecticut.

We are dedicated to strengthening public education through advocacy, professional development and service to our member boards of education.

High-quality education for all Connecticut children begins with effective school board leadership.

CABE is committed to ensuring that the future of public education remains bright.

CABE 2020-2021 Annual Report

It’s Your Association – Get Involved!

Since the beginning of July, 2020 through our fiscal year, your Association worked hard to provide information, analysis and webinars keyed to the needs of our members.

The CABE office, which had closed its offices right after our Dayon-the-Hill in 2020, reopened in September. We have implemented safety precautions, including not permitting outsiders into the office and wearing masks in common areas.

While this is a report that should end on June 30, we are happy to report that our first in-person Leadership Conference took place on August 5 and attracted over 90 participants, who sat at socially-distanced tables and most wore masks with no concerns about safety raised. We believe that is a good omen for our other in-person events, such as our one-day CABE/CAPSS Annual Convention on November 12.

While our members were struggling to provide high-quality education to students through remote, hybrid and in-person learning, and sometimes a combination of all methods, we saw the importance of maintaining and even increasing learning opportunities for our members.

After having opened up all of our services, programs and other activities to all school districts in the Spring of 2020 whether or not they were 20192020 members of the Association, we saw that the importance of ensuring ALL districts had the advantages of being able to receive relevant communications, network with other Boards and obtain up-to-date analysis of the guidelines and other information promulgated by the State. We are happy to

report that seven of the nonmembers became at least trial members during 2020. That brings our membership to 155 out of 169 school boards, one of the highest percentages in memory.

We continued a number of steps to help Boards and Superintendents during the crisis: • Board Chair Check-Ins and Updates continued, but went from weekly to monthly at this time as the urgency faded somewhat.

These give Staff a chance to provide updates and Chairs a chance to discuss issues with each other, including their successes and challenges. When appropriate, we have a speaker address the Chairs.

• Webinars on a variety of relevant topics; • Sending informative mailings from the State Department of Education (SDE) to Board Chairs and Board Members; • Development of policies, regulations and other information concerning responses to the pandemic, including on Board Meetings during the lockdown; masks; and other subjects to respond to the Legislature’s adoption of bills; and, • Additional use of the CABE Board Chair listserv to give Chairs the opportunity to ask questions of one another and network with other Chairs.

In addition, Staff continued to provide individual workshops and support to ALL districts which solicited our services, whether virtually or in-person, depending on their needs.

For the 2020-2021 year, the CABE Board of Directors reached out to Board Members and decided to freeze dues for the FIFTH year in a row.

ADVOCACY Supporting School Boards at the Legislature, State Board, and Congress

CABE’s positions on a broad range of local, state and federal issues are adopted each year at the Delegate Assembly. The State Relations Committee then develops CABE’s Legislative Priorities, and Board Members and Staff implement the advocacy agenda.

CABE was involved in discussions with legislative leaders and the Governor’s office, and partnered with many other organizations to promote public education. CABE advocacy work this year included: •P articipating in virtual breakfast meetings with legislators throughout the state.

•A dvocated and testified on legislation on our members’ behalf.

CABE tracked approximately 60 bills and testified or offered testimony on many of those bills.

In addition to weekly Advocacy Highlights, CABE provided legislative updates for board members at key points in the session.

•O n March 17, 2021, CABE held its first virtual Day on the Hill and heard from the Education Committee leadership.

Board member’s questions and comments helped legislators in crafting bills for final Committee consideration.

• CABE was involved in SDE briefings along with other educational partners on the changes in educating students. As Executive Orders were being drafted by the State Department of Education and the Governor’s office, CABE was sought out to assist, and influenced the orders with a reflection of local needs. The balance of one-size-does-not-fit-all versus creating a uniform solution was a constant consideration.

Diversity, Equity and Inclusion

CABE’s Diversity, Equity and Inclusion Committee, with the help of Dr. Martha Brackeen-Harris, has had a busy year – working with individual school Boards, providing webinars, surveying our members, and preparing to establish affinity groups for our members. With many issues facing our school Boards and Superintendents on these issues, CABE will continue to provide advice, information and other support.

CABE Search Services

As part of CABE’s ongoing effort to provide local boards of education with the resources they need to carry out their most important responsibilities, we continue to strengthen our Search Services program. Mary Broderick, Senior Search Consultant and Associate Consultant Paul Gagliarducci are uniquely qualified to assist boards in recruiting and retaining key personnel such as superintendents, principals and other critical members of your district staff.

This year CABE Search Services has conducted 11 successful searches:

THE JOURNAL — Connecticut Association of Boards of Education — SPECIAL SECTION: 2

Our Mission:

To assist local and regional boards of education in providing high quality education for all Connecticut children through effective leadership.

Superintendent of Schools for Shelton, Westbrook, Watertown, Scotland, Lebanon, Salem, Groton, Wallingford; Headmaster for Gilbert School; and Principal for Scotland and Columbia.

Individual Board Workshops

CABE staff continues to regularly meet with Boards of Education (largely through online meetings since the beginning of COVID-19 restrictions).

Staff continues to facilitate customized workshops from basic roles and responsibilities, the superintendent search process, goal setting, FOI, legislative updates and full-day board retreats.

Lighthouse Project

We are in the process of making Lighthouse training easier to get the basics of the research without the time commitment required in the past. We also are working to better focus on diversity, equity and inclusion in our work. Through Lighthouse training, CABE has helped a number of districts improve student achievement through more effective board leadership.

unemployment compensation claims for a district.

contract for customized policy manual development.

Business Travel Insurance

Policy Update Service

CABE contracts to provide Business Travel Insurance to all school board members whose boards are CABE members. This policy provides $25,000 of Accidental Death coverage and is free of charge to CABE members. Coverage is for any school board member traveling on school board business.

POLICY Policy Highlights

Twenty-seven issues of the email newsletter, Policy Highlights, were distributed on an every-other-week basis to Board members and Superintendents, highlighting current educational topics with policy implications.

Throughout, the major focus remained on issues pertaining to student achievement, especially as impacted by pandemic-related issues. This represented the 20th year of this newsletter.

Policy Requests and/or Samples

CABE has continued to ensure its resources are consistent with meeting the needs of our members.

Approximately 650 requests for policy information and/ or sample policies from member districts were addressed, usually on the same day the request was received.

Unemployment Cost Control

Customized Policy Manuals

Finance and Support

Our Unemployment Cost Control Program membership totaled 22 districts in 2020-21. This program, which is administered by Corporate Cost Control, offers consultation, claims processing and full administration of all

Twenty-seven districts were under contract for Customized Policy Services during the year for the review and development of new district policy manuals or updates to selected portions of the manual. One district entered into a

One-hundred and one districts subscribed to the Policy Update Service publication. Subscribing districts received four mailings, hard copy and electronically, which reflected timely policy issues, including the need for new and/or revised policy topics based upon legislative action.

E-SERVICES Providing Up-to-Date Information to Boards of Education Webinars

CABE has continued using webinars to provide professional development to more board members, providing more than 30 webinars this year. Some of these are presented live and others are recorded and placed on the CABE website for review at our members’ convenience.

Participation in our webinars in 2020-2021 was approximately 1,760.

Webinar topics included: negotiations, legal issues, leadership, effective board meetings, lobbying 101, and the “wrap up” of what happened at the 2021 Connecticut Legislative Session.

Additionally, we did two webinars for superintendents’ administrative professionals this year.

BoardBook

CABE worked with 20 districts to migrate their meeting data to a new platform, BoardBook, which is a prod-

uct of the Texas Association of School Boards and the Nebraska Association of School Boards. We felt it very important to ensure our providers understood the work of our members.

Media Assistance for Member Districts

CABE continues to offer this service to members who need the services of communications experts: • To improve internal communications with political leaders, parents, students, and taxpayers; • For member boards to get help in times of crisis communications; • To learn about timing your message to rally support for your budget; and, • To help member boards get the message out on the good programs in their district.

This work is done in conjunction with Baldwin Media.

Here for You

While 2020-2021 was a difficult year, CABE’s Board of Directors and Staff look forward to helping Boards and Superintendents with renewed energy, focus, and commitment.

We hope it is a healthy, successful year for all Board Members, Superintendents, school staff and CABE’s many affiliates and friends!

The full 2020-2021 CABE Annual Report can be found on CABE’s website at https://www.cabe.org/page. cfm?p=976.

THE JOURNAL — Connecticut Association of Boards of Education — SPECIAL SECTION: 3

2020-2021 CABE Staff Administration

Robert Rader Executive Director rrader@cabe.org

Teresa Costa Coordinator of Finance and Administration tcosta@cabe.org

2020-2021 CABE Board of Directors Executive Committee

Corliss Ucci

Receptionist/ Assistant to the Executive Director

cucci@cabe.org

Government Relations

President

First Vice President

Bloomfield H: 860-243-3611 B: 860-878-1403 E: dharris@blmfld.org

Waterbury H: 203-754-7136 C: 203-560-7028 E: ebrown@waterbury. k12.ct.us

Donald Harris

Elizabeth Brown

Vice President for Government Relations

Vice President for Professional Development

Windsor C: 860-243-2155 E: llockhart@windsorct. org

East Hartford C: 860-982-7600 E: educationfirst27@ yahoo.com

Leonard Lockhart

Bryan Hall

Secretary/ Treasurer

Immediate Past President

Branford H: 203-481-6279 C: 203-623-6191 E: jrprins@gmail.com

Montville H: 860-447-8882 B: 860-443-7441 E: rrmitch01@gmail. com

John Prins

Robert R. Mitchell

Area Directors Patrice A. McCarthy Deputy Director and General Counsel pmccarthy@cabe.org

Sheila McKay Senior Staff Associate for Government Relations smckay@cabe.org

Pamela Brooks Senior Administrative Associate for Policy Services/Search Services pbrooks@cabe.org

Christopher Wilson

Bristol H: 860-582-5002 C: 860-681-8274

E: cwilson@cvmco.com

NSBA Director

Gail Heath Administrative Associate for Government Relations gheath@cabe.org

Policy Service

Vincent A. Mustaro Senior Staff Associate for Policy Service vmustaro@cabe.org

Executive Committee Member at Large

Area 1

Vacant

Area 2

Area 2

East Hartford C: 860-982-7600 E: educationfirst27@ yahoo.com

Windsor C: 860-883-3344 E: llockhart@windsor. org

Bryan Hall

Leonard Lockhart

Area 3

Vacant

Area 4

Area 5:

Woodstock Academy H: 860-774-3589 B: 860-779-3770 C: 860-608-2673 E: joan.trivella@ staffmark.com

Newtown H: 203-364-9862 C: 401-439-0710 E: kum_boe@newtown.k12.ct.us

Joan Trivella

Michelle Embree Ku

Lydia Tedone

Simsbury H: 860-658-1173 C: 860-543-1523 E: lydiatedone@aol. com

Terry DeMars Administrative Associate for Policy Services tdemars@cabe.org

Labor Relations

Area 6

Area 7

Westport C: 203-858-4010 E: kkleine@westport. k12.ct.us

Derby H: 203-732-4673 E: kurtyka@sbcglobal. net

Karen Kleine

George Kurtyka

Associate Directors

Area 7 Robert Guthrie

Area 8

Area 9

Essex H: 860-577-0566 E: lseidman@reg4.K12. ct.us

Preston H: 860-204-0824 C: 860-625-3162 E: s.t.nuge@gmail.com

Ethel Grant

Ann Gruenberg

West Haven H: 203-934-7565 C: 203-996-2382 E: rjgwh911@yahoo.com

Lon Seidman

Sean Nugent

Wilmarie Newton Administrative Associate for Labor Relations wnewton@cabe.org

Membership Services Julie Auseré

Canton H: 972-816-0611 E: julie.ausere@gmail. com

Lisa Steimer Senior Staff Associate for Professional Development and Communications lsteimer@cabe.org

Nicholas Caruso Senior Staff Associate for Field Services ncaruso@cabe.org

Eileen Baker

Old Saybrook H: 860-388-2761 E: ebaker@snet.net

Naugatuck H: 203-723-2429 E: ethel.grant@naugatuck.k12.ct.us

Hampton H: 860-455-1211 C: 860-465-7486 E: agruenberg1211@ charter.net

Robert Trefry

CT Technical High School System C: 203-521-8371 E: rjtrefry@gmail.com

Committee Chairs

City Representatives

Resolutions Chair

Bridgeport John Weldon

Elaine Whitney

Westport H: 203-221-7335 E: ewhitney@westport. k12.ct.us

Nancy Propfe Administrative Assistant for Membership Services npropfe@cabe.org

“Don’t wait for someone else to take the lead — we need every board member to be involved. . .”

Meg Scata

Portland C: 860-638-8762 E: megscata@gmail. com

Federal Relations Chair

Becky Tyrrell

State Relations Chair

Michelle Embree Ku

Plainville H: 860-793-0615 Newtown E: becka59@comcast. H: 203-364-9862 net C: 401-439-0710 E: kum_boe@newtown.k12.ct.us

Bridgeport C: 203-726-1639 E: jweldon@bridgeporteda.net

Hartford Ayesha Clarke

New Haven Yesenia Rivera

New Haven Hartford C: 203-989-0774 C: 860-985-5630 E: yesenia.rivera@ B: 860-695-8870 new-haven.k12.

E: Ayesha.Clarke@ hartfordschools.org ct.us

Stamford Andy George

Stamford C: 203-322-3511 E: ageorge@stamfordct.gov

Waterbury

Charles Stango Waterbury H: 203-575-0411 E: charlesstango@ sbcglobal.net

THE JOURNAL — Connecticut Association of Boards of Education — SPECIAL SECTION: 4