Several members of the CABE staff received promotions effective July 1 to reflect leadership roles they have taken since I become Executive Director two years ago.
Lisa Steimer
Deputy Executive Director
Lisa has been with the Association for 23 years as Senior Staff Associate for Professional Development and Communications. Lisa is a Certified Association Executive (CAE) and has been a presenter at national and regional conferences.
Conrad Vahlsing
Deputy General Counsel
Conrad has served the Association for three years as Senior Staff Attorney. He has developed an outstanding knowledge of education law and is committed to meeting the needs of our membership.
Nick Caruso
Associate Executive Director for Field Services and Technology
Nick has been with the Association for 31 years, serving as Senior Staff Associate for Field Services and Coordinator of Technology. He is an integral part of direct services to our members, and has assumed additional responsibilities as a result of our state
CABE Selected to Provide Mandatory Training for New Board Members
to participate in training within one year of taking office. The law states that the training “include, but not be limited to, the role and responsibilities of a board member, the duties and obligations of a board of education and school district budgeting and education finance.”
The State Department of Education has contracted with CABE to serve as the provider of the training program. It is designed to help new
CABE recently sent a survey to member board members, superintendents, and superintendents’ administrative professionals. We asked about how well CABE meets your needs and what is of value to you.
Some Key Findings:
Ninety-one percent of board members who participated in the member survey (80 individuals) reported that they are “satisfied” or “very satisfied” with their membership, citing the important role CABE plays for individual members, boards and districts, and the state as a whole. 87.5 percent of superintendents who participated in the member survey (16 responses) reported that they are “satisfied” or “very satisfied” with their membership, citing policy, Convention, advocacy, and information as the most valuable aspects of membership. Ninety-four percent of superintendents’ administrative professionals (34 responses) reported that they are “satisfied” or “very satisfied” with their membership, citing professional meetings/workshops, policies, experts on a variety of topics, and immediate, friendly responses.
Board members find the availability of information, advocacy, policy support, professional development, and newsletters to be some of the most valuable aspects of CABE. Other benefits mentioned were “uniting boards
Patrice McCarthy
Executive Director & General Counsel, CABE
Lisa Steimer
Deputy Executive Director, CABE
PRESIDENT COMMENTARY
The Importance of Board Member Development
Lockhart President, CABE
As the children coming back from summer vacation for new journeys, opportunities, and learning, board members welcome everyone back to school. Board members’ knowledge acquisition and board duties are consistent year around. Professional development is critical for board members to operate at a high level to support their superintendent and drive the vision of the district. In 2023, the legislature passed legislation requiring newly elected board members participate in professional development within the first year of their election.
The Connecticut Association of Boards of Education (CABE) provides such services for freshmen, intermediate, and experienced board members. Laws and policies change often, and we all stand to learn every day. The CT State Department of Education is supporting CABE in their efforts to provide this training to board members. We just wrapped up our Summer New Board Member Orientation and Leadership Conference in August with two tracks, New Board Member and Leadership, that intersected through the day. We look forward to providing more training in the Ready. Set. Govern! initiative virtually throughout the fall and live in December.
Professional development for board of education members is essential to ensure they are well-equipped to fulfill their roles effectively. Here are some common areas where board members typically receive training:
Governance and Leadership:
• Understanding the role and responsibilities of Board members.
• Best practices in governance and ethical leadership.
• Strategies for effective decision-making and problem-solving.
Legal & Regulatory Compliance:
• Training on education laws and regulations, including the Individuals with Disabilities Education Act (IDEA), Title IX, and others.
• Understanding the legal obligations and liabilities of Board
members.
• Training on CT FOIA, public records requirements, and conflict of interest policies.
Budgeting and Financial Oversight:
• Understanding school district budgets, funding sources, and financial reporting.
• Training on financial stewardship and fiduciary responsibilities.
• Strategies for long-term financial planning and resource allocation.
Equity and Inclusion:
• Training on creating equitable educational opportunities for all students.
• Understanding and addressing issues of diversity, equity, and inclusion within the school district.
• Strategies for promoting culturally responsive policies and practices.
Strategic Planning:
• Involvement in the development and implementation of the district’s strategic plan.
• Training on setting goals, measuring outcomes, and using data to inform decisions.
• Engaging constituents in the strategic planning process.
Community Engagement:
• Strategies for effective communication with the community, parents, and other constituents.
• Training on public and media relations.
• Best practices for involving the community in the decision-making process.
Educational Trends and Innovations:
• Keeping up-to-date with the latest trends in education, such as technology integration, curriculum development, and instructional methods.
• Training on the impact of innovations like online learning, STEM education, and social-emotional learning.
Crisis Management:
• Preparing for and responding to crises, such as natural disasters, school violence, or public health emergencies.
• Training on communication strategies during a crisis.
• Understanding the Board’s role in emergency management and recovery efforts.
Superintendent Relations:
• Building a positive working relationship with the superintendent.
• Training on evaluation and accountability processes for the superintendent.
• Understanding the boundaries and roles between the Board and the superintendent.
Ethics and Accountability:
• Training on ethical standards and accountability measures for Board members.
• Understanding transparency requirements and public accountability.
• Strategies for self-assessment and continuous improvement as a Board.
Professional development for board of education members can be provided through workshops, conferences, online courses, and in some cases, tailored training sessions led by experts in the field. Ongoing education is crucial for board members to adapt to changing educational landscapes and to lead effectively.
CABE tracks and recognizes participation in professional development with the CABE Board Member Academy. Effective board members know that informed decision-makers make sound decisions. They understand that meeting the many responsibilities of school board members demands possession of a wide variety of skills, knowledge and abilities. The Board Member Academy was created
Mission:
Vision:
Board of Directors
EXECUTIVE COMMITTEE
Leonard Lockhart | President, Windsor
Meg Scata | First Vice President, Portland
Lon Seidman | Vice President for Government Relations, Essex
Eileen Baker | Vice President for Professional Development, Old Saybrook
Anthony Perugini | Secretary/Treasurer, Cheshire
Elizabeth Brown | Immediate Past President, Waterbury
Lydia Tedone | NSBA Director, Simsbury
Ethel Grant | Member at Large, Naugatuck
AREA DIRECTORS
Marion Manzo | Area 1 Co-Director, Region 15
Thomas van Stone | Area 1 Co-Director, Waterbury
Douglas Foyle | Area 2 Co-Director, Glastonbury
Tyron Harris | Area 2 Co-Director, East Hartford
Karen Colt | Area 3 Co-Director, Vernon
Sara Kelley | Area 3 Co-Director, Stafford
Chris Stewart | Area 4 Co-Director, Putnam
Ailla Wasstrom-Evans | Area 4 Co-Director, Brooklyn
Chris Gilson | Area 5 Co-Director, Newtown
Tina Malhotra | Area 5 Co-Director, Ridgefield
Lee Goldstein | Area 6 Co-Director, Westport
Jill McCammon | Area 6 Co-Director, Darien John Hatfield | Area 7 Co-Director, Seymour Melissa Mongillo | Area 7 Co-Director, Derby Edward Strumello | Area 7 Co-Director, Seymour Lindsay Dahlheimer | Area 8 Co-Director, Region 13 Seth Klaskin | Area 8 Co-Director, Madison
ASSOCIATES Julia Dennis | Associate, Berlin
Westbrook
Barr Shelburn | Associate, East Lyme
Grant | Associate, Naugatuck
Tyrrell | Associate, Plainville
COMMITTEE CHAIRS
Lee Goldstein | Chair, Federal Relations, Westport
| Chair, Resolutions, Portland
Dahlheimer | Chair, State Relations, Region 13
CITY REPRESENTATIVES
Baptiste-Perez | City Representative, Bridgeport
Hartford
| City Representative, Waterbury
Leonard
CABE
Affiliate Members
BUSINESS AFFILIATES
VALEDICTORIAN
Connecticut Business Systems –A Xerox Company
Finalsite
SALUTATORIAN
Berchem Moses PC
Pullman & Comley
Shipman & Goodwin
HONOR ROLL
JCJ Architecture
Kainen, Escalera & McHale, P.C.
Newman/DLR Group
Solect Energy
SCHOLAR
Brown & Brown
Chinni & Associates, LLC
Coordinated Transportation Solutions Dattco, Inc.
ESS
Franklin Covey
GWWO Architects
The Lexington Group Perkins Eastman
The S/L/A/M Collaborative
Zangari Cohn Cuthbertson
Duhl & Grello, P.C.
EDUCATIONAL AFFILIATES
American School for the Deaf Area Cooperative Educational Services (ACES)
Booker T. Washington Academy
Cambridge International Capitol Region Education Council (CREC)
Connecticut Alliance of YMCAs
Connecticut Arts
Administrators Association
Connecticut Association for Adult and Continuing Education (CAACE)
Connecticut Association of School Business Officials (CASBO)
Connecticut School Buildings and Grounds Association (CSBGA)
Connecticut Technical High Schools
Cooperative Educational Services (C.E.S.)
EASTCONN
EdAdvance
Explorations Charter School
Great Oaks Charter School
Integrated Day Charter School
ISAAC
LEARN
New England Science & Sailing Foundation
Odyssey Community School, Inc.
The Bridge Academy
EXECUTIVE DIRECTOR COMMENTARY
Supporting You in the New School Year
Patrice McCarthy
Executive Director & General Counsel, CABE
Boards of education have been working through the summer, holding retreats and setting goals for the coming year, to insure the 2024-25 is rewarding and exciting for students and staff. CABE staff has been privileged to facilitate many of those discussions. Board members are focused on providing the supports – academic as well as social and emotional – that their students need, despite fiscal challenges. At these meetings, board members discuss the various elements of student achievement – academic success, resiliency, executive functioning skills,
STAFF PROMOTIONS
(continued from page 1)
contract by overseeing our board chair mentor/mentee program and the development of the Board Member Handbook.
Sheila McKay
Associate Executive Director for Government Relations
Sheila has been with the Association for 24 years, serving as Senior Staff Associate for Government Relations. She is our key spokesperson at the
and readiness for career and college.
Board members and superintendents also recognize the importance of modeling civil discourse in their own interactions as a governance team, and helping all community members demonstrate civility. Tim Shriver, the Friday morning keynote speaker at the November 15-16 CABE/CAPSS Convention, will address the importance of treating everyone with dignity in order to allow for healthy debate. This message is extremely relevant at this critical time for our country.
CABE will continue to support boards of education through a robust
Capitol, serving as the eyes and ears for all issues impacting public education.
Gail Heath
Administrative Associate for Government Relations/Assistant to the Executive Director
Gail has been with the Association for 23 years, providing outstanding support in her existing responsibilities. This title change reflects the important role she serves in supporting the Executive Director.
As we wish Cory Ucci a joyful
program of professional development as well as the individualized consultation board members value. The CABE/CAPSS Convention, as well as our December New Board Member/ Leadership Conference, school finance and board chair webinar series and board chair mentor program will help you navigate the opportunities and challenges that await.
We wish you a school year filled with energy, success and resilience for all your students.
retirement, we welcome Annette Tamburrino as Association/Board Administrative Assistant. Annette will be the cheerful voice greeting you when you call.
All members of the CABE staff are to be commended for their outstanding contributions to CABE and their commitment to serving our members. Jody Goeler, Wendy DeBarge, Wilmarie Newton, Pam Brooks, Nancy Propfe and Shannon Hamilton are always exploring ways to better serve our members.
CABE First Vice President Meg Scata (Portland) and Deputy Executive Director Lisa Steimer had the opportunity to chat with U.S. Secretary of Education Miguel Cardona at the Teacher of the Year Empowered to Lead Symposium on July 29. U.S. Secretary of Education Miguel Cardona and ASPIRE students at the Teacher of the Year Empowered to Lead Symposium.
See You in Court – The Nutmeg Board of
Education
The Nutmeg Board, First Amendment and FOIA
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.
Members of the Nutmeg Board of Education have been concerned that the upcoming national election will cause distraction and disruption in the Nutmeg Public Schools. Veteran Board member Bob Bombast has been so concerned that, under New Business at the Board’s August meeting, he proposed that the Board adopt the following policy:
No member of the Nutmeg school community shall engage in political activity when on the property of the Nutmeg Public Schools. Accordingly, the Board prohibits employees and students from displaying any messages conveying support for any political candidate for state or federal office. This prohibition extends to buttons, hats, T-shirts or other apparel, and to messages on personal vehicles, including but not limited to bumper stickers or signs.
As soon as Bob stopped talking, fellow Board member Mal Content expressed outrage that Bob would suggest a policy that would, in his words, “trample the First Amendment rights of staff and students.” Other Board members joined the discussion, and a lively debate ensued. Finally, Mr. Chairperson cut off the discussion, stating that Bob should refer his proposed policy to the Policy Committee, which is chaired by Penny Pincher.
“But I am not a member of the Policy Committee!” Bob protested.
“With good reason,” Mr. Board Chairperson responded. “But you can certainly attend the meeting of the Policy Committee and pitch your policy there. Let’s move on.”
As expected, Bob attended the next meeting of the Policy Committee, as did Mal Content, who, though also not a member of the Policy Committee, wanted to voice his opposition to the proposed policy. All told, four of the five members of the Nutmeg Board of Education attended the meeting.
Penny Pincher opened the meeting by welcoming Bob and inviting
him to present his proposed policy. Bob thanked Penny and launched into a prepared speech about how the Board needs to keep politics out of the Nutmeg Public Schools, and he renewed his call that the Board should approve his policy. As soon as Bob finished, Mal jumped in. “This policy is an embarrassment. Bumper stickers? Really? We are going to monitor the parking lot and police bumper stickers? Give me a break!”
Penny nodded in agreement, stating that Mal makes a good point. However, Bob pushed back, stating that half measures will not do. “The parking lot is school property! We either keep politics out of our schools or we don’t!”
After further discussion, Penny proposed a compromise. “Let’s do this. I move that we recommend Bob’s policy with one change. We need to delete the prohibition against political messages on personal vehicles.
Mal immediately raised his hand and was recognized. “I move that the Committee approve the proposed policy without the reference to personal vehicles.” Penny seconded the motion, and after further discussion that included Bob’s objection to revising the policy, Penny called for a vote. Penny, Red Cent and Mal voted in favor, and Bob voted in the negative. Penny announced that the motion passed, and she informed the Committee members that she would forward the revised policy with Committee’s recommendation to the full Board.
Is this policy legal? Did the Committee do its work appropriately?
The policy proposed by Bob raises significant issues under the First Amendment, and the actions of the Nutmeg Board raise FOIA issues as well.
Reasonable restrictions as to time, place and manner of speech are permissible under the First Amendment. However, such restrictions must be “narrowly tailored,” i.e., the restrictions must not impinge on free speech more than necessary to achieve an important government goal. Accordingly, the policy proposed by Bob would violate the First Amendment because it is overly broad in its blanket prohibition of political activity.
As one considers the scope of free speech rights in the school setting, we note that the rules that govern such rights are different for employees and
for students.
Public employees have free speech rights as first enunciated by the United States Supreme Court in 1968 and as elaborated in 1983 in Connick v. Myers First, we must ask whether the speech relates to a matter of public concern. If it does not it, the speech is not protected by the First Amendment. If it does, then we must balance the importance of the speech against the disruptive impact of the speech, if any, on governmental operations. However, the First Amendment does not apply to speech of public employees that is “pursuant to duty,” i.e., speech to fulfill job responsibilities. Garcetti v. Ceballos (2006).
Applying these principles to teachers and other school employees, board policies or administrative rules can prohibit teachers from expressing support for political candidates when teaching, as well as the wearing of campaign buttons in school or the display of political signs in classrooms. Any such prohibition, however, must be uniformly enforced; restrictions based on political viewpoint would
violate the First Amendment. In any event, prohibiting bumper stickers on teachers’ cars at school cuts too broadly because such bumper stickers are common, and they would not cause any disruption to justify interfering with such speech.
The rules governing student speech are different, and students have greater rights to engage in political speech in the school setting. In Tinker v. Des Moines Independent Community School District (1969), the United States Supreme Court held that students have free speech rights in school, subject to regulation only if school administrators reasonably forecast substantial disruption of the educational process, material interference with school activities, or the invasion of the rights of others.
Applying these principles to student political speech, it is clear that students may wear campaign buttons or T-shirts with political messages because they would not be disruptive in almost all cases. Accordingly, a policy
See SEE YOU IN COURT page 6
CABE: Working for YOU
Individualized Workshops | Professional Development Opportunities
Legal Services | Policy Services | Representing You Statewide and Nationally
Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:
By providing opportunities for members to learn how to better govern their districts:
z Responded to 39 requests for policy information from 17 districts, providing sample materials on policy topics. Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest were those about NonLapsing Education Accounts, School Climate, and Title IX.
z Provided support to board members and central office administrators regarding policy matters.
z Facilitated Roles and Responsibilities conversations with the Andover, Region 17, and Region 20 Boards of Education.
By ensuring members receive the most up-to-date communications:
z Provided one issue of “Policy Highlights” via e-mail, with information regarding Title IX.
z Provided the July issue of “Policy Update Service” via e-mail and hard copy to subscribers, with information regarding Sexual Harassment/ Title IX, Nondiscrimination Policy and Notice, Suspension and Expulsion/Due Process, Non-Lapsing Education Fund, Family and Medical Leave Act, Indoor Air Quality/Heating, Ventilation, Air Conditioning (HVAC).
By helping school boards to increase student achievement:
z Facilitated board retreats for the Portland and Region 18 Boards of Education.
By attending Professional Development to strengthen staff knowledge and skills.
z Attended State Association Executive Directors Summer Institute.
z Participated in a webinar on the impact of AI on associations.
By promoting public education:
z Discussed cell phone policies with WFSB and WTNH.
By providing services to meet member needs:
z Participated in Government Relations and Resolutions Committee meetings.
z Facilitated Darien Board of Education self-evaluation.
z Facilitated Branford Board of Education self-evaluation and roles and responsibilities discussion.
z Presented a policy development session for the Summer New Board Member/Leadership Conference and co-facilitated a workshop on Superintendent/Board Evaluation.
z Participated in a working group for the development of a Title IX Toolkit.
People in the News
CABE Executive Director and General Counsel Patrice McCarthy was appointed to the 2024-2025 Civics Education Committee of the Connecticut Bar Association
Fleeta Hudson, a former member of the Bridgeport Board of Education, died recently at the age of 89.
Fleeta served on the CABE Board of Directors and was re-elected to the Bridgeport Board of Education nine times. She was the first Black woman to serve on the Bridgeport Democratic Town Committee and worked in the Office of the State Treasurer.
CABE extends their condolences to Fleeta’s family.
z Prepared materials, as part of the Custom Update Policy Service, for East Hampton, Gilbert School, New Fairfield, Marlborough, and Sterling
z Prepared materials, as part of the Custom Policy Service, for Region 15, Stamford, and Woodbridge.
z Preparing a Policy Audit for the Orange Public Schools and the Sherman School.
z Currently assisting the Winchester Board of Education with their superintendent search.
z Facilitated a Board Self-Evaluation for the Windsor Board of Education.
z Responded to a variety of legal inquiries from members.
By helping districts operate efficiently and conserve resources:
z Posted policies online, as part of the C.O.P.S. Program for Cheshire, Danbury, Derby, Granby, Griswold, Monroe, Somers, Sherman, Sterling and the CABE CORE Manual.
z Planned and implemented successful Summer Leadership Conference/ New Board Member Orientation.
SEE YOU IN COURT
(continued from page 4)
applying a blanket prohibition on such student political speech is not permitted. Under Tinker, such restrictions would be permitted only in unique cases when such speech is seriously disruptive of the educational process.
The actions of the Nutmeg Board also raise at least two FOIA concerns. First, the topic of regulating political speech was not on the agenda for the Board meeting, and it was therefore not proper for the Board to engage in an extended discussion of that topic under “New Business.” The FOIA requires that the agenda for public agencies fairly apprise the public of the business to be transacted, and the agenda item “New Business” did not inform the public that the Board would be discussing Bob Bombast’s proposal for a new Board policy.
Second, the Policy Committee let its meeting morph into a meeting of the full Board, which meeting was not
By representing Connecticut school boards on the state or national level:
z Participated in NSBA Executive Director Liaison Committee call.
z Participated in discussion on state and national education issues with U.S. Secretary of Education Miguel Cardona.
z Participated in Special Education Task Force meetings.
z Participated in NSBA State Association Counsel meetings.
z Convened High School Graduation Requirements Working Group
z Participated in planning meeting for CT Civics Bee
z Attended State Board of Education meeting.
z Attended Commissioner’s Back to School meeting.
z Chaired joint meeting of the CT Commission for Educational Technology’s Digital Learning and Infrastructure Advisory Councils
z Attended Discovering Amistad Board of Directors and Ship Committee meetings.
z Attended CT Teacher of the Year Empowered to Lead Symposium
posted. To be sure, it is fine for a quorum of a board of education to attend a properly-posted committee meeting. Conn. Gen. Stat. § 1-200(2) provides: A quorum of the members of a public agency who are present at any event which has been noticed and conducted as a meeting of another public agency under the provisions of the Freedom of Information Act shall not be deemed to be holding a meeting of the public agency of which they are members as a result of their presence at such event. The problem was not that a quorum of the Nutmeg Board attended the meeting of the Policy Committee, but rather that a quorum of the Board actively participated in the meeting.
Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal. Shipman & Goodwin is a CABE Business Affiliate
Connecticut Adult Education: Understanding Your Local Program
Integrated Educational Training, and several other non-traditional educational programs.
Understanding your local Adult Education Program is one of many responsibilities required of board of education members. With this article, the Connecticut Association for Adult and Continuing Education (CAACE), a non-profit organization not associated with the Connecticut State Department of Education, hopes to provide board members with a clearer understanding of the roles and regulations associated with their local adult education programs and the important role it plays within their communities.
Q: What is the difference between “Mandated” and “Non-Mandated” programming?
Connecticut is a leading provider of educational services for individuals over 17 who have withdrawn from a traditional high school or need English language skills or Citizenship. Adult learners are provided with the ability to improve basic literacy and numeracy skills, learn English, and prepare for their Citizenship exam, at no cost and in every community. These “Mandated Courses” are supported through state and local funding ensuring that every community can support quality programming without putting the financial burden squarely on the local taxpayers. What this means is that for every dollar a local board of education invests in its adult education program, they receive a percentage reimbursement from the state. Each community receives a different percentage, but every community receives something, thus stretching the local dollars further in supporting the economic development and growth of the community. The formula used to determine state support is based on the community’s economic ranking and total population. Programs are also able to apply for grants at the national and state levels. These are competitive grants that require additional oversight, but offer programs the ability to provide diverse programming for their adult learners. Currently, more than a dozen programs receive federal Program Enhancement Project (PEP) grants totaling over $5 million. These grants support Family Literacy,
Non-mandated adult education offerings include a variety of community support programs at both the academic and recreational levels. Many programs feature exercise courses or adult arts and crafts classes as well as computer training or public interest programming such as retirement seminars. The ideas are unlimited based on interests and instructors. Participants in these programs pay a registration fee that helps support the program and in many instances, these funds help support the mandated courses.
Q. What are the ways that adult learners may earn a high school diploma?
Connecticut provides its adult learners with three different avenues to earn a high school credential. Every adult education provider is required to offer at least one, and most offer more. The General Educational Development (GED) program is the most commonly recognized adult high school credential. This requires students to complete four rigorous assessments: Math, Science, Social Studies, and Language Arts. Students are provided with free academic support and they must pass all four before being awarded a Connecticut State Department of Education (CSDE) certified credential.
Many adult education programs also offer Credit Diploma Courses These are teacher-directed classes similar to traditional high school courses provided in smaller groups and are available as both day and evening classes. Students must complete a minimum of 25 credits to be awarded a high school credential.
The third program is the National External Diploma Program (NEDP). This is an online diploma program recognized by the CSDE and local boards of education but is designed as an independent program to meet the needs of working adults. Students are provided with an advisor who is available for support. This assessment awards credit for demonstrated life skills as well as completed learning objectives.
Q: What other support services are available through local adult education centers?
Services available through local or regional adult education programs vary, however, all programs provide certain academic programming including digital literacy training, career navigator support as well as literacy and numeracy support. All teachers working in adult education are certified CT teachers who hold additional adult education certifications. Staff are also required to attend regular professional learning training specific to adult learners. Many CT programs also offer a variety of other supports such as certified school counselors, social workers, and much more.
Adult education facilities also work closely with other community non-profits, American Job Centers, local community colleges, and their local Workforce Development Boards. Through grant initiatives, programs provide wrap-around services for adult learners designed to support their continued educational demands.
Based upon the Connecticut State Department of Education’s 2023 Statewide Program Profile there are:
• 322,234 adults without a high school diploma (11.9 percent);
• 120,195 adults who do not speak English well (4.4 percent);
• CT adult education programs provided 12 or more hours of service for 15,532 adult learners;
• 5,608 in high school completion courses;
• 9,610 in English Language programs;
• 313 in naturalization/citizenship;
• For a total of 15,531 learners;
• 19,753 additional students attended for less than 12 hours;
• 51 percent of our students are between 25 and 44 years old;
• 59 percent are women;
• 62 percent identify as Hispanic/ Latino;
• 49 percent are employed; and
• 54 percent have children.
Q: What role does the Connecticut Association for Adult and Continuing Education (CAACE) play in supporting our adult education programs?
CAACE was incorporated more than 50 years ago as a 501(c)(3) designed to support adult education
programs in the state. Today our membership includes adult education programs across the state, Regional Workforce Boards, Literacy Volunteers organizations, and regional Immigration support programs. Membership in CAACE also provides programs with the most up-to-date information on national adult education trends as well as a support network of highly skilled professionals dedicated to serving adults. For the last 43 years, CAACE has organized one of the largest adult education conferences on the east coast. Each year, adult education professionals come together to share and learn in a collaborative environment designed to enhance our ability to support Connecticut’s underserved adults. CAACE also participates in the national Adult Education and Family Literacy Week. Here we voice our support for adult education by rallying at the State Capitol where we highlight our adult learners’ successes.
Membership in CAACE also includes memberships in the Coalition for Adult Basic Education (COABE) as well as ProLiteracy. Both organizations provide national support for adult education. CAACE holds one of the nation’s highest memberships with over 1,000 members. We are the leading advocate for adult education and work closely with the Connecticut State Department of Education, Connecticut State Colleges and Universities, and Regional Workforce Boards. Our members sit on a variety of committees at both the local and national levels working to guide legislation in support of adult learners and their families.
Adult Education providers now offer training for all students in digital literacy and a dedicated Career Navigator. Emphasis has grown beyond just the mandated programs to include Workforce Readiness and Career Exploration. It is no longer just about earning a high school credential or improving your English. Today’s adult education students are provided with financial literacy, workforce training, family literacy programs, and integrated education training that combines “real-world learning” with hands-on experience in a variety of in-demand career pathways including manufacturing, technology, and healthcare. Today, with the help of expanded federal
Dr. Anthony Mangiafico President and Larry Covino Executive Director, Connecticut Association for Adult and Continuing Education (CAACA)
CABE Leadership Meets with United States Secretary of Education Miguel Cardona
Patrice McCarthy Executive Director & General Counsel,
CABE
CABE leadership had the opportunity for a virtual meeting with U.S. Secretary of Education Miguel Cardona in July. Leonard Lockhart, CABE President; Meg Scata, First Vice President; Patrice McCarthy, Executive Director and General Counsel; Lisa Steimer, Deputy Executive Director; Sheila McKay, Associate Executive Director for Government Relations and our intern Zawadi Kigamwa participated in the 30-minute conversation.
Secretary Cardona provided an overview of the Department’s “Raise the Bar” initiatives, which include a focus on supporting career and college pathways, investing in student mental health, and promoting individual and small-group academic support for students.
Leonard and Meg highlighted successful efforts in Connecticut districts to reengage students and to create career pathways. The Secretary
observed that it is boards of education that can bring people together on these and other issues.
In the discussion of next steps, the Secretary encouraged CABE to work with the State Board of Education and the Education Committee CoChairs to coalesce around two to three initiatives – perhaps absenteeism, social and emotional support and career and technical education. This will be the focus of our conversation with the State Board of Education and Commissioner at our September 11 “back to school” Board of Directors meeting.
Zawadi offered her thoughts on the meeting, “Speaking with Secretary Miguel Cardona was a delight. It was truly an unmatched experience to hear from his eagle-eye perspective on public education in the United States. We, at CABE, were able to share some bright spots in Connecticut districts, namely the LEAP and the Pathways programs.
It’s obvious Secretary Cardona has a passion for public education. He
understands the nuances of student experience so well. Specifically, he understands the importance of providing quality education to all by considering the differing needs of various demographics of students.
For example, he noted in our meeting the importance of changing the narrative of bilingual students in ESL, an at times stigmatized program,
ADULT EDUCATION
(continued from page 7)
funding through competitive Program Enhancement Project grants and private grant funding, programs can provide expanded training designed to support Connecticut’s growing need for a more skilled workforce. Working in collaboration with local Workforce Development Boards, the American
to trailblazers with hyper-sensitive communication superpowers. He explained that they should be celebrated as extreme assets to the community.
I completely agree, in Secretary Cardona’s words, that ‘education is what’s going to make our country great.’ ”
Job Centers, and the Connecticut State Colleges and University systems, our adult learners can obtain multiple stackable credentials that expand their economic advancements. To learn more, visit the CSDE website https://portal.ct.gov/sde/services/adult-education or the CAACE website at www.caace.org. CAACE is a CABE Educational Affiliate.
“Life loves to be taken by the lapel and told, ‘I am with you kid. Let’s go!’ ” – Maya Angelou
POLICY IN PRACTICE
Play-Based Learning Comes to Connecticut Elementary Schools
Jody Goeler
Sr. Staff Associate for Policy Service, CABE
Many believe that the end of summer brings the end of play. As a result of legislative action from the 2023 session, however, play-based learning will be receiving a great deal of attention across Connecticut elementary classrooms this school year ensuring the fleeting days of summer won’t feel so bad (at least for the children).
CABE’s model policy on playbased learning serves to ensure boards of education don’t view play-based learning and academic achievement as mutually exclusive. Instead, play is a fundamental aspect of childhood and a powerful tool for learning, development and overall well-being.
During the 2023 legislative session, the General Assembly included language in two Public Acts (23-101 and 23-159) requiring schools to provide play-based learning for kindergarten and preschool students and requiring school boards to permit a teacher to utilize play-based learning for grades one to five. Public Act 23-159 includes language that requires professional development in play-based learning for teachers in a preschool program or grades kindergarten to five. The law’s intent is to ensure schools fully utilize play as an acceptable pedagogy to foster deep and long-term learning and enhance academic and social growth. When play-based learning is effectively implemented, children challenge their thinking, generate new ideas, and develop agency and independence.
Under Public Act 23-159, in the sections related to play-based learning, the general assembly requires that professional development be a “comprehensive, sustained and intensive approach” to improving teacher and administrator effectiveness in increasing student knowledge and achievement, focusing on refining and improving various effective teaching methods that are shared between and among educators.
The teacher of course plays a critical role in implementing effective play-based learning, which includes providing the appropriate materials, asking probing questions, and guiding
their students through key academic concepts. In addition to training, teachers will need to plan play-based learning opportunities to ensure they are prepared to make the necessary curricular connections, provide the appropriate level of guidance, and monitor learning outcomes to assist in drawing on important connections back in the classroom environment.
Section 5 adds to the general assembly’s requirements for professional development to ensure that training “foster collective responsibility for improved student performance, be comprised of professional learning that is aligned with rigorous state academic standards and include a repository of best practices for teaching methods developed by educators for comment and updating.”
Contextualizing play-based learning and including it in this section referencing professional development emphasizes its significance—its relevance to academic outcomes and the need to approach this strategy with a solid theoretical base, training, and intentional planning and oversight.
CABE’s model policy 6142.104, while not required, serves to reflect and emphasize the board’s position recognizing “the importance of play in the educational process” and stating it commitment to “supporting and promoting play as an integral component for engaging students in all areas of the district’s curriculum.” It further acknowledges, “Strategically aligning play-based learning with curriculum standards can help meet the board’s goal to realize increased academic gains while improving executive function and self-regulation among all students.”
CABE’s Online Policy Service
As districts continue transitioning from maintaining policies in voluminous three ring binders to making their policies available online, CABE continues to offer a service to host your policy manual online with CABE’s Connecticut Online Policy Service (C.O.P.S.).
For the past 13 years, CABE’s Policy Online Service has offered school districts an economical way to
make your district’s policies accessible online. CABE-hosted online manuals are now ADA and Section 504 accessible, provide the ability to translate into multiple languages and are word searchable. The new platform, using this latest technology, is now fully operational.
Importantly, CABE’s online policy service (C.O.P.S.) gives school districts the instant, current, and “searchable” access they need to board policies, reduces staff time in copying and distributing new and revised policies, and now allows for districts to download policies as Word documents.
For a brochure or more informa-
SURVEY
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for a stronger voice” and “…meet and connect to build collective knowledge to make all CT schools better…”.
Superintendents shared similar comments regarding CABE. Policy, advocacy, and professional development for board members are all considered valuable. Additionally, access to responsive CABE staff was mentioned as a benefit.
Superintendents’ administrative professionals find great benefit in the knowledge that is shared by CABE. The most cited areas are policy, legal, training, and connection with other administrative professionals.
As you are reading this in the CABE Journal, of note is that 77.5 percent of board members, 73.3 percent of superintendents, and 63.6 percent of superintendents’ administrative professionals found the Journal to be “extremely useful” or “useful”. We continue to write and curate content that is of value to our readers.
Several respondents expressed the desire to have webinars recorded. CABE webinars are recorded and archived on CABE’s website to allow participants to view them at a more convenient time.
Several respondents commented that CABE can help by “addressing the critical issues post-COVID world and politically divided culture we are living in”. CABE hopes that the Friday morning CABE/CAPSS Convention keynote
tion, please reach out to CABE’s policy department:
• Jody I. Goeler, Senior Staff Associate for Policy Service, jgoeler@cabe.org
• Pam Brooks, Senior Administrative Assistant for Policy Service, pbrooks@cabe.org
• Shannon Hamilton, Administrative Assistant for Policy Service, shamilton@cabe. org.
As always, we’re happy to serve our member districts with your policy needs.
speaker, Dr. Tim Shriver, will address this through his message, Healing the Breach: Strategies and Skills for Bridging Divides. We are grateful for the support of the CABE Leadership Fund, CAPSS, LEARN, and the Gov. M. Jodi Rell Center for Public Service. We know there is more work to be done on behalf of board members. With that in mind, the CABE Strategic Plan Priorities for 2024 hold us responsible for working to:
• Serve as the leading institution in helping Boards of Education with internal issues, diversity and inclusion, social-emotional learning, and providing best practices in relevant areas;
• Broaden the knowledge of the responsibilities of Boards of Education across the State; and
• Build awareness, understanding, and support for CABE’s mission, work, and impact among member districts, prospective member districts, other K-12 education leaders, elected officials, and others.
For more information about CABE’s work during the 2023-24 year, see the CABE Annual Report on page 13.
CABE is a non-partisan 501(c)3 that supports all member boards of education. All are welcome and respected.
Join us and let your voice be heard!
Understanding the Legal Challenges to the 2024 Title IX Regulations
Zawadi is a rising senior at Yale University. She is majoring in American Studies and has plans to attend law school in the future. This article intends to help Connecticut board members understand the complicated legal challenges to the new Title IX Regulations occurring across the country.
The Biden administration issued new regulations for Title IX in March 2024. The regulations offer new interpretations and definitions, including a change to the use of sexual harassment to sex-discrimination, inclusion of off campus and out of country policy coverage, mandatory reporting requirements, eliminating cross-examination and live hearing requirements, increasing protection of pregnant students and employees, and includes protecting gender-identity and sexual-orientation. They reduced the number of people needed for hearings
and removed the requirement for cross examination of prosecuting subjects. When new regulations are issued they aim to interpret Title IX a bit differently. For example, the regulations issued in 2020 made changes that include sexual harassment as a form of sexual discrimination.
It was a landmark expansion of Title IX protections; Title IX had not addressed sexual harassment before and it added new grievance procedures and remedies for victims. The Biden administration created the 2024 amendments on the basis that in Bostock v. Clayton County, Georgia, the Supreme Court held that Title VII prohibits employment discrimination on the basis of sexual orientation or gender identity.
Not all states have responded in the same way to these changes. While some have been gearing up for the changing Title IX rules, others were petitioning judges to block the rules. Several states have thus far been successful with their legal challenges, with
injunctions being issued against the new regulations in those states.
What is an Injunction?
As defined by the U.S. Marshals webpage, an injunction or temporary restraining order is “an order from the court prohibiting a party from performing or ordering a specified act, either temporarily or permanently.”
There are three kinds of federal injunctions: preliminary injunctions, temporary restraining orders (TROs), and permanent injunctions. In these cases, plaintiffs seek both preliminary and permanent injunctions, prohibiting the enforcement of the new rule during the litigation and thereafter depending on the judge’s rule. Injunctions are granted when a plaintiff is able to show several points, as defined by Connecticut law: “it has no adequate remedy at law; (2) it will suffer irreparable harm without an injunction; (3) it will likely prevail on the merits; and (4) the balance of the equities tips in its favor.” Injunctions
are only granted by the US District Court judge under the seal of the court’s clerk. Judges also determine the length of an injunction.
What’s Happening Now?
As of late July, Tennessee, Kentucky, Ohio, Indiana, Virginia, West Virginia, Louisiana, Mississippi, Montana, Kansas, Alaska, Utah, Wyoming, and Idaho have been granted injunctions. Plaintiffs — states, private three organizations, and anonymous students– have filed complaints against the 2024 regulation for various reasons.
In the Kansas v. Department of Education case, Judge Danny C. Reeves, Chief United States district judge of the United States District Court for the Eastern District of Kentucky, granted an injunction in his district on the following premises: “violates separation of powers principles, violates the Spending Clause, and violates the First
Zawadi Kigamwa CABE Summer Intern, Yale University
TITLE IX
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Amendment.”
Many states have described similar concerns as Kansas has against the new rule in Louisiana et al. v. Department of Education and Tennessee v. Cardona. Judge Reeves is saying the new rule has overreached federal jurisdiction, introduces conditions for federal spending that were not clear in Title IX prior, and violates First Amendment rights in speech and religion. The free speech and religion concern comes from subjecting students to school discipline for expressing statements related to gender identity, such as declining to use a student’s preferred pronouns, and expressing religious beliefs. As per the definition above, injunctions can be granted on the basis of irreparable harm, hence financial implementation is a concern to make the new rule insurmountable.
What’s next?
Title IX continues to be a shifting landscape. Although, at the time of this writing the state of Connecticut has not filed a suit similar to other states, individual Connecticut schools could still be affected by the injunctions. Many states plan to implement
the rule in schools this fall and those who do not are in a difficult position. As per federal funding regulations, “[a] failure to comply with Title IX may result in termination of federal funding.” Though this is protocol, choosing to do this may be a severe measure from the federal government, given the volume of opposition to the regulation.
But many injunctions have already been granted. The government is working to appeal those orders. The Tennessee state order is on appeal from the United States District Court for the Eastern District of Kentucky. The Biden administration continues to ask the Supreme Court if at least part of the rules can take effect.
The Title IX regulations can be a political issue — the rules often change during each presidential term. The November Presidential Election could determine if the rules will change again.
Regardless of any upcoming election, perhaps the rules will be reviewed regardless. And again, injunctions can last as long as the judge decides is necessary. Considering that 14 states have already been granted injunctions, it seems that something may be in need of change.
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board of education members understand the roles and responsibilities of the governing bodies for school districts and the individuals who serve on them.
In order to fulfill the requirements under the new state law, board of education members elected for the first time since July, 2023 can participate in the New Board Member Leadership Conference, part of CABE’s “Ready. Set. Govern!” professional development program
In addition to training for new Board members, the “Ready. Set. Govern!” program offers virtual and in-person professional development for any BOE member. In the summer and fall of 2024, CABE is partnering with the Connecticut Association of School Business Officials (CASBO) to offer a School Finance Webinar Series. CABE also provides workshops specifically for Board Chairs, as well as skill-building sessions and webinars on a variety of critical topics in K-12 education.
“CABE is honored to support new Board of Education members and the districts they serve with outstanding professional development,” said Patrice
McCarthy, CABE Executive Director and General Counsel. “Our goal is to ensure that all 1,400 volunteer school board members in Connecticut have the skills and support they need to be effective.”
For more information, contact Lisa Steimer, Deputy Executive Director, lsteimer@cabe.org
be held on Wednesday December 4 8 a.m. to 5 p.m. at
Sheraton Hartford South Hotel in Rocky Hill
Tribute to Cal Heminway
Patrice McCarthy Executive Director & General Counsel, CABE
Cal Heminway was a fierce advocate for the students of Granby and for the Connecticut Association of Boards of Education (CABE). In addition to his 32 years of service on the Granby Board of Education, he served as a leader at the state level. He began his service on the CABE Board of Directors in 1993, and served as CABE President in 2007-2009.
Cal received the Philip S. Fenster Distinguished Service Award in 2006 in recognition of his advocacy and leadership on behalf of all students. Many of CABE’s leaders have described Cal as their mentor. Cal took the time to offer his support to his board colleagues as well as to the CABE staff.
CABE Past President Richard Murray reflected on his relationship with Cal. “When I joined the CABE Board of Directors I almost immediately bumped heads with Cal Heminway. We were on different ends of the political spectrum and neither one of us was shy about voicing our
IMPORTANCE
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to provide you with the knowledge and expertise you need to enhance your role as a school leader in your community.
The Academy is a unique program designed to deliver high quality training. This in-service program focuses workshops, conferences and other training opportunities on leadership skills of board members. Through the training offered by the Board Member Academy, board members and school administrators gain the most valuable skills and tools available to provide visionary leadership for their local school districts.
Please visit www.cabe.org/professional-development/board-member-academy for more details about the program.
On behalf of the CABE Board of Directors and CABE staff, thank you for your service to your community. Thank you for your continued training to sharpen your skill set to serve our children, listen to our parents and guardians, support our superintendents while adopting policy, curriculum, and budgets. We are over 1,400 volunteer members strong, and you are truly appreciated!
opinions. What I soon learned about my friend Cal, was that he was sincere in his views but respected others when they had alternative opinions that could be backed up. The legend of Cal Heminway will live on for some time. RIP my fellow CABE President.”
Leonard Lockhart, CABE
President had this to say about Cal, “Cal was a strong supporter of public education in the state. His service locally and to CABE was proactive and he was well respected. He will be missed.”
Cal’s volunteer leadership roles included service on the Capitol Region Education Council (CREC), which he chaired in 2000-2001. Always cognizant of the impact of finances on education services, Cal founded the Connecticut Municipal Consortium for Fiscal Responsibility, working collaboratively with municipal leaders. Cal was also an incorporator and board member of the Connecticut Teacher of the Year Council.
Cal was a staunch supporter of the CT Teacher of the Year Council and excellence in teaching. He was always pleased to introduce the Teacher of the
Year at the CABE/CAPSS Convention.
As a lifelong learner, Cal represented Connecticut at national conferences and traveled to China in 2006 with a delegation of state and local education leaders. His beloved wife Sue often attended educational events with him.
Cal remained connected to CABE after his retirement from the Granby
Board of Education, participating in the CABE/CAPSS Convention and coming to the office to brainstorm about state and federal education issues until the time of his death. The Cal Heminway Reception Area at the office honors his contributions of time, talent, and treasure.
The CABE family will miss our friend and leader.
Cal Heminway accepting the 2006 CABE Philip S. Fenster Distinguished Service Award.
CABE SUMMER NEW BOARD MEMBER/LEADERSHIP CONFERENCE – AUGUST 8
CABE Associate Executive Director for Government Relations Sheila McKay presented the Leadership Pre-Conference Session, Strengthening Our Communities Through Advocacy
CABE Deputy General Counsel Conrad Vahlsing and Associate Executive Director for Field Services and Technology Nick Caruso presented the New Board Member Pre-Conference Session, ABCs of Education: Jargon and Acronyms
CABE Associate Executive Director for Field Services and Technology Nick Caruso and Sr. Staff Associate for Policy Services Jody Goeler presented the Leadership Preconference Session, Board and Superintendent Self-Evaluation: How, When, Why
The Westbrook Board of Education, which had a great showing, with CABE Executive Director and General Counsel Patrice McCarthy.
Woodstock Superintendent Viktor Toth, Business Manager Deana Chrzan, and Region 15 Director of Finance and Operations Joe Martino presented a New Board Member Pre-Conference Session, School Finance 101
Commissioner Charlene Russell-Tucker spoke about Public Education in CT and her “why” which is the 512,652 students in CT. Every. Single. One. Matters
Dalio Education Co-CEO Andrew Ferguson spoke about getting young people back on track and shared a comprehensive study of CT’s at-risk and disconnected youth.
CREC Academy of Aerospace and Engineering rising senior Davinci Prado and Amity Region 5 High School rising senior Jessie Zheng presented on a variety of topics important to them that they wanted to share with board members and superintendents.
CABE President Leonard Lockhart (Windsor), CAPSS 2nd Vice President Bryan Luizzi (New Canaan), CABE Executive Director and General Counsel Patrice McCarthy, and CAPSS Executive Director Fran Rabinowitz shared the roles and responsibilities of board members and superintendents.
CABE Executive Director and General Counsel Patrice McCarthy, Deputy General Counsel Conrad Vahlsing, and Associate Executive Director for Government Relations Sheila McKay spoke with new board members about Statutory Requirements, Legal Issues, and Advocacy.
CABE Sr. Staff Associate for Policy Services presented the School Board’s Policy Role to new board members. CABE
Chair Check-Ins
CABE First Vice President Meg Scata (Portland) moderated a session on the Board’s Role in Communications which was presented by Sullivan & LeShane Sr. Director Dan Tapper, Executive Vice President Brian Flaherty, and Public Relations Associate Ashlynn Lower.
Efficient Management of the Board Meeting
Nicholas D. Caruso, Jr. Associate Executive Director for Field Service and Coordinator of technology, CABE
Your school board meeting goes for four and a half hours, but you notice little substantive work was actually accomplished.
Board meetings reflect a lot about the leadership in a school district. Well-run, purposeful meetings have a direct impact on how well the district is governed. I often hear complaints that board meetings run excruciatingly long, often without direction, and sometimes appear chaotic. Meetings of this nature will not help improve the achievement of the students in the school district and won’t engender a feeling of success by staff or build confidence in the community. What do board meetings look like in your district? Do they start on time? Do your staff members offer concise reports and presentations, or do they ramble? Worse, are you sometimes surprised by what they say in their presentations? Does the board accomplish the work that was articulated in the meeting agenda?
Controllable Matters
Many reasons for ineffective board meetings are out of the superintendent’s control, but there are some things you can do to improve their success. For the purposes of this column, I am going to leave out personal behavior at board meetings, which is a lengthy discussion in itself.
Start with attention to the meeting agenda. The agenda sets the stage and the tone for your meetings. The agenda can determine the flow of business and the success (or not) of your meeting.
Do your meetings focus the board on governance issues or management? Pay attention to timing and don’t overload an agenda. I encourage board members and superintendents to ask the question, “Does this item have to be a board decision?”
Perhaps the board would be better served having a longer policy discussion once and then let the administration make the operational decisions related to that policy from then on.
Meeting Purpose
The primary purpose of your
meeting is to get the work done, but you also use the meeting to inform the community about what is happening in the district. You need to balance one need against the other, but make sure the work is accomplished.
If an issue that comes to the board in public comment threatens to take up a lot of meeting time, schedule a separate public hearing to allow the meeting agenda to be completed.
Discussion should stay focused on agenda topics. I suggest putting time limits for each topic right on the agenda. You can’t necessarily control the board members’ comments or questions, but you can control the presentation the board gets.
Consider a dry run with your administrators before a meeting to make sure the proper material is covered. I’ve also seen presentation templates where a consistent set of questions are expected to be answered in every proposal. This can help focus the staff and make it easier to help the board reach consensus.
Set an ending time on the agenda with the understanding the board will adjourn at that time.
2024 CABE/CAPSS CONVENTION
Bring recommendations to the board only after you have prepared them for the decision. If you are introducing a new topic, especially something controversial, give the board some time to understand it.
Board Chair Help Keep meetings goal-driven. Where possible, link agenda items to district goals. Help board members understand the big picture better by making those connections.
Keep meetings focused on policy where possible. Keep the board operating at the “macro” level. Help the chair develop skills to move the meeting along. Get him or her a simplified copy of Roberts’s Rules.
If they need help, suggest sources of professional development or ask your state school boards association for help. They can help you facilitate a board retreat to discuss how to make meetings more effective.
Reprinted with permission from the May, 2021 issue of School Administration Magazine, published by AASA, The School Superintendents’ Association.
Championing Our Schools Through Unity of Purpose
Lisa Steimer Deputy Executive Director, CABE
The CABE/CAPSS Convention, which will be held November 15-16, provides Connecticut board of education members and superintendents the opportunity to acquire knowledge through general sessions and workshops that can help them prepare students to be successful in the 21st Century.
Plan to attend the Convention and experience two days focused on student growth. Hear from top-level thought leaders on the latest educational initiatives, celebrate Connecticut’s talented students, and network with school leaders from across Connecticut. In addition, be certain to visit the Exhibit Hall which is filled with representatives from businesses with whom school districts do business.
Benefits of Attending
• Ensure you understand the skills
that will enable students to be successful in the 21st Century by attending a variety of workshops, clinics, and general sessions delivered by local and national experts.
• Potentially save your district money and enable staff to be more efficient by speaking with vendors in the Exhibit Hall.
• Connect with other members of Connecticut’s educational leadership community to find invaluable support by sharing experiences and solutions with others.
Hotel Reservations
Mystic Marriott Hotel 625 North Rd., Route 117 Groton, CT 06340
Those attending the CABE/CAPSS Convention have been guaranteed a room rate of $167 per night. This rate
is guaranteed only until 4 p.m. on October 18, 2024. After this date, reservations for Convention participants are based on availability and are offered at the prevailing rate.
You may make reservations with the Mystic Marriott online at https:// shorturl.at/5kMhH. The negotiated rate code is already entered in the appropriate field, allowing you to quickly make your room reservation. You may also call the hotel’s reservation department at 888-236-2427. Note that purchase orders are not accepted; however, credit cards are accepted.
Friday Morning Keynote Speaker
Sponsored by the CABE Leadership Fund, CAPSS, LEARN, and the Gov. M. Jodi Rell Center for Public Service.
Dr. Tim Shriver, Chairman of Special Olympics and Co-Founder of the UNITE Initiative will speak about Healing the Breach: Strategies and Skills for Bridging Divides
Be Inspired! Choose from Over 30 Dynamic Breakout Sessions
Some of the workshop topics to be presented include:
• Safe Schools
• Collective Bargaining
• Artificial Intelligence
• Communications
• Special Education
• Student Voice
• Title IX
• Student Achievement
• Career Pathways
• Policy
• Legislative Issues …. and so much more!
To learn more or register, please go to https://www.cabe.org/professional-development/convention
We hope to see you at the Convention in November!
CABE SUMMER NEW BOARD MEMBER/LEADERSHIP CONFERENCE – AUGUST 8
SET.
Welcome New CABE Staff Member
Annette Tamburrino joined the CABE staff in late June. Annette comes to CABE with 16 years of experience in public education and is eager to apply her work ethic, organizational attributes, and collaborative skills to her new role as Association/Board Administrative Assistant. She is looking forward to working with all involved in the CABE community.
She enjoys spending time with her three adult children, parents, loved ones, and rescues, along with gardening and traveling. Join us in welcoming Annette!
Annette Tamburrino
Dr. Tim Shriver to Address CABE/CAPSS Convention on Friday
Lisa Steimer Deputy Executive Director, CABE
The CABE/CAPSS Convention Committee is pleased to announce that Dr. Tim Shriver is the keynote speaker for the Friday morning session at the CABE/CAPSS Convention. We are grateful for the support provided by the CABE Leadership Fund, CAPSS, LEARN, and the Gov. M. Jodi Rell Center for Public Service that has made it possible for us to host Dr. Shriver.
Tim Shriver is a social leader, an educator, author, film producer, and entrepreneur. He is the Chairman of Special Olympics International, and in that capacity he serves with over 4.4 million Special Olympics athletes and their families in 170 countries. Additionally, he is the co-creator of the Dignity Index, and co-founder of UNITE, a national initiative for bringing Americans across divides together in common purpose to address universal challenges that can only be solved together.
Dr. Shriver’s presentation, Healing the Breach: Strategies and Skills for Bridging Divides comes at a critical time in our country. According to Shriver, we as a country cannot solve any of our problems until we solve the problem of contempt. We need to break our cultural addiction to contempt by treating everyone – no exceptions – with dignity. The Dignity movement has a simple message: when
we disagree, try to treat others with dignity. Treating others with dignity is a way of easing tensions and solving problems.
Shriver has been a part of an amazing team that has created exciting new Special Olympics programs in athlete leadership, cross-cultural research, health, education, and family support. Among them, Special Olympics Healthy Athletes® has become the world’s largest public health examination and education program for people with intellectual disabilities, and Special Olympics Project Unify has become a powerful new program promoting school-based social inclusion and unified leadership. In addition, he has worked to garner more government support for issues of concern to the Special Olympics community, testifying before the United States Congress and challenging government leaders worldwide to respect the dignity and possibilities of people with intellectual disabilities.
As part of his passion for promoting the gifts of the marginalized, Shriver has harnessed the power of Hollywood to share stories of inspiration and change, co-producing DreamWorks Studios’ 1997 release, Amistad, and Disney Studios’ 2000 release, The Loretta Claiborne Story. He is Executive Producer of The Ringer, a Farrelly Brothers’ film, and Front of the Class, a Hallmark Hall of Fame television movie. He has produced or
co-produced shows for ABC, TNT, and NBC networks, and made broadcast appearances on The Today Show, Good Morning America, Meet the Press, CNN, the Stephen Colbert Show, and Real Time with Bill Maher. In 2014, Shriver wrote Fully Alive: Discovering What Matters Most, where he shares the life-changing impact of people with intellectual disabilities and their capacity to inspire others to find out about what matters most.
Before joining Special Olympics in 1995, Shriver was and remains a leading educator focusing on the social and emotional factors in learning. He co-founded and currently chairs the Collaborative for Academic, Social, and Emotional Learning (CASEL), the
leading research organization in the field of social and emotional learning.
Shriver earned his undergraduate degree from Yale University, a Master’s degree in Religion and Religious Education from Catholic University, and a Doctorate in Education from the University of Connecticut. He is the recipient of numerous honors, including honorary degrees from Loyola University, New England College, Albertus Magnus College, University of Connecticut, Niagara University, University of Illinois, and Villanova University; the Medal of the City of Athens, Greece; the Order de Manuel Amador Guerrera of the Republic of Panama; the Connecticut Citizen of the Year Award; the U.S. Surgeon General’s Medallion; the Lions Humanitarian Award, the Quincy Jones Humanitarian Award, the Children’s Hospital Health System’s Friend of Children Award, and the “Bammy” Special Achievement in Education Award. In 2011 he was recognized by The Huffington Post as one of the top 100 Game Changers. He has authored articles in many leading publications including The New York Times, The Washington Post, The Huffington Post, and Commonwealth Magazine.
Shriver is a member of the Council on Foreign Relations, and serves on the Board of the WPP Group, LLC. He and his wife, Linda Potter, reside in the Washington, D.C. area and have five children.
Dr. Tim Shriver
UNDERSTANDING CONNECTICUT’S
Executive Session: Who Can Be There (Besides Board Members)?
Mark J. Sommaruga, Esq. Pullman & Comley, LLC
Board members sometimes just assume that whenever they enter into executive session under Connecticut’s Freedom of Information Act (“FOIA”), they can invite anyone they want into the session. Furthermore, boards often assume that certain personnel (such as superintendents) have a right to be present. Connecticut’s Freedom of Information Commission (“FOIC”) recently stated “not so fast” and provided some reminders on the proper conduct of executive sessions.
What does the FOIA actually say? The FOIA (Connecticut General Statutes §1-231(a)) states: “At an executive session of a public agency, attendance shall be limited to members of said body and persons invited by said body to present testimony or opinion pertinent to matters before said body provided that such persons’ attendance shall be limited to the period for which their presence is necessary to present such testimony or opinion.”
What about our superintendent?
As you may remember from board in-services and trainings, under law (Connecticut General Statutes §10-157(a)), superintendents “serve as the chief executive officer of the board [of education].” In addition, many superintendents specifically have a provision in their contracts providing that they have a right to attend executive session (except when their contract is the subject of the session). Nevertheless, back in 2011, the FOIC held that it was improper for a superintendent to be present at an executive session during a board retreat in which the board was discussing the performance of a fellow board member, as the FOIC found that the superintendent did not present testimony or opinion pertinent to that matter during the executive session. Understanding Connecticut’s Freedom of Information Act, by Mark J. Sommaruga (6th Edition 2023), at pp. 58-60.
Was this a one-off decision by the FOIC? Nope. Just recently (May 22, 2024), the FOIC found that a school board violated the FOIC when it invited its superintendent to be present at an executive session during
which it discussed a Commission of Human Rights and Opportunities (“CHRO”) complaint against the board with its attorney. Apparently, the superintendent did not actually present any “testimony or opinion” during this executive session. The FOIC rejected the board’s apt (in my unbiased opinion) assertion that since the superintendent had provided testimony and opinion regarding this CHRO complaint at a prior executive session, it was reasonable for the board to anticipate that the superintendent’s testimony or opinion might be necessary at this specific executive session. The FOIC found that a) even if the superintendent is referred to as the board’s CEO by law, that does not make the superintendent a member of the board, and b) regardless of the prior executive session, the superintendent was improperly permitted to be present at an executive session where the superintendent did not provide any testimony or opinion.
It’s not just about superintendents
Also on May 22, 2024, the FOIC issued a decision involving alleged improper attendance at an executive session of a school building committee by a) the principal of the school that was the subject of the building committee, and b) a member of the town’s advisory committee for people with disabilities (who was also a liaison to the building committee). The building committee asserted that these two individuals had unique expertise and could provide input on their areas of expertise, if necessary, and that it was likely that both individuals’ opinions would have been solicited due to the nature of the executive session topic (certain RFP proposals). In rejecting these arguments, the FOIC noted that neither individual was asked questions during the executive session and neither participated “in any tangible way.” In addition, both individuals were present during the entire executive session (beyond when their presence could have been necessary to present opinion or testimony-even if it had been given).
What about executive/ administrative assistants? It may be appropriate for a recording secretary or administrative assistant under certain circumstances to be present at an executive session if necessary
to assist with a board’s deliberations (by keeping a record). However, be warned: the FOIC found in 2017 that a municipality violated the FOIA by inviting the first selectman’s administrative assistant into executive session “just in case” she was needed to provide information to the board of selectmen about pending complaints against the town, but where she did not offer any testimony or opinion and where she still stayed for the entire executive session.
Final Thoughts and Lessons (i.e., Say Something).
While the author respectfully disagrees with the FOIC’s recent decisions, it appears that the FOIC believes that even high-level employees of an agency should be present at an executive session only if they are going to at least opine in some manner on the issue being discussed. While certain persons would seem to be rightfully
in attendance at all executive session, such persons must actually express their opinions, and otherwise contribute “in a tangible way” in order to lawfully attend. The mere fact that a person may have an opinion or specialized knowledge is not enough to justify attendance at an executive session unless the person actually says something. As such, it may be a best practice for board members to actively seek attendees’ opinions during executive sessions. In addition, even if such an attendee was properly present for a part of the executive session, their presence cannot last beyond the point where their presence is necessary.
Attorney Sommaruga is the author of “Understanding Connecticut’s Freedom of Information Act” (6th Edition 2023).
