The CABE Journal - February 2023

State Board of Education Meets

Sheila McKay Sr. Staff Associate for Government Relations, CABE

The State Board of Education honored the Principal of the Year Donna Hayward, a longtime respected leader in the teaching profession, from Haddam-Killingworth High School at its monthly meeting in January.

The Board also honored the Teacher of the Year and the three finalists. Teacher of the Year Carolyn Kielma, from Bristol High School, teaches biology and spoke of the importance of reaching students so that they always remember the joy in learning. She also talked about her desire to help recruit more teachers to the profession. The three semifinalist are Lisa Abel, (Simsbury); John Allen, (Putnam) and Jennifer Rodriguez, (Newington).

The Board was updated on agency hiring and learned of the many recent retires who are back on staff temporarily. Every State agency is now utilizing the Department of Administrative Services to facilitate hiring and the Commissioner spoke to the new process. If fully staffed, SDE would have 275 employees and they currently have 113. Additionally, the Board was updated on student attendance numbers which are higher for the first three months of the school year in many subgroups.

A presentation on the Learner Engagement and Attendance Program’s home visitation program demonstrated the value in making that connection as it directly shows a positive increase in the number of students who better their attendance record. These visits are able to break down the barriers to attendance and provide help to families. The program was funded from $10 million in federal recovery funds through the Governor’s office in 15 districts.

It Starts and Ends with You

John Prins VP for Professional Development, CABE; Board Member, Branford

Having influence in the halls of the CT General Assembly is all about power.

We are often puzzled by a law or laws that appear in the closing minutes of a legislative session. As we begin to navigate such newly-legislated, seemingly well-intentioned initiatives, we find ourselves casting about for how such a [all too often, unfunded] mandate possibly came to be. We find that now we have to manage the often dire fiscal, curricular, and operational implications and consequences of those initiatives. While there are myriad reasons for how these kinds of situations tend to arise, my focus here is on how reacting, and maybe more importantly, being effective proactively (‘proacting’), are two sides of the same coin.

Reacting

So where does power and influence enter into the discussion? CABE’s leadership, its professional staff, and especially its lobbyist and advocates all need your stories and lived experiences. They need to be able to relate to legislators the real human impact of their policy-making. Legislators need to clearly understand what is actually happening “on the ground.” Your sto-

ries help paint a picture of how a given piece of legislation is likely to derail a painstakingly planned school year for educators and/or destroy a school budget that you and your Superintendent worked on for months before the end of the previous school year was even close at hand.

‘Proacting’

The power of your stories can also inform and contribute to positive outcomes in Hartford. When we disseminate CABE’s recently crafted legislative agenda to legislators, we bolster our advocacy and lobbying. We help them understand what our districts need, e.g., the recruitment and retention of the best educators and what those educators need to provide the best possible education to Connecticut’s children. When we demonstrate how their actions can result in a child’s success in spite of the odds being against them, we help legislators legitimately partici-

View from the Capitol

Sheila McKay Sr. Staff Associate for Government Relations, CABE

We are excited to now have full “pre-pandemic” access to the Capitol and Legislative Office Building. This will help us have formal and informal conversations with legislators regarding CABE’s priorities as set by the CABE Delegate Assembly.

In early December, former East Hartford Board of Education member Rep. Jeff Currey was named the House Co-Chair of the Education Committee.

CABE staff, along with many others, was saddened to learn of the tragic death of Rep. Quentin Williams of Middletown and sends condolences to his family and colleagues.

As CABE meets with legislators, we welcome/implore you to get us your data on special education costs, on how your implementation of the indoor air quality program is rolling out in your district and how you go about recruiting and retaining a diverse educator workforce.

As we head further into the legislative session, we hope you participated in a CABE Legislative Breakfast in January or have one on your February calendar. Another note for your calendar – CABE’s Day on the Hill is March 8.

Bills submitted in the early part of this session include parents’ rights, reinstating the religious exemption for immunizations, funding, school meals, reading curriculum, and a Title IX toolkit.

See the related article, Tips for Effective Lobbying, on page 7.

PRESIDENT COMMENTARY

January 6

Elizabeth Brown President, CABE

January 6th. So many thoughts are conjured up on this day as Americans watched in horror as the U.S. Capitol was attacked in an attempt to stop President Biden from becoming president. That was 2021. I’m writing this article on January 6, 2023 for the February Journal and I can’t believe the spectacle unfolding in Washington concerning the election of the Speaker of the House. Is Democracy attacked again? By the time this article is read, hopefully a Speaker is elected, and Democrats and Republicans can work for the good of all Americans. Hope springs eternal.

Hope personified in the recent vote of the South Windsor Town Council to declare January 6th, “Democracy Day”, a day to rekindle and recommit to the principles of a democratic society. The vote was 8-0, a marked contrast to the opposition in the council last year.

According to The Harford Courant article, a lively discussion occurred about what exactly were American values and principles. This is a timely and essential discussion topic in which all of us should engage. Do we take for granted our civil rights and freedoms of a Democratic society? What values and principles are part of our school district? What shared values do we hold that allow for compromise and the welfare and good of the people over individual goals? The famous

parable of the Sword of Damocles reminds us that power cannot simply be enjoyed for its privileges alone, but necessarily makes its holder morally responsible both for what they choose to do with it and for what they fail to do with it. How are school boards using their power to shape the success of school districts.

Republican Councilor Philip Koboski offered his version of the South Windsor resolution: “Democracy is the cornerstone of our laws for all communities around the country, and it our democracy that unites us as a nation, and whereas the South Windsor Council and its leaders are committed to guiding, fostering and demonstrating peaceful and respectful communications among each other and it is this partnership with all of our citizens that keep the ideals of our country and our community united.”

Kudos to South Windsor!

The Legislative session opened January 3rd, and Representative Ritter was unanimously voted in as Speaker of the House, truly an example of bipartisanship and civility. The contrast is stark between Washington and Connecticut. But it’s disconcerting that so many states are in the “Sword of Damocles” world and civility is not the norm.

CABE is committed to work with both sides of the aisle to support public education and ensure the success of all Connecticut children. I look forward to working with all of you during

the session to make our voice heard for children and act in a manner that is civil and that upholds democratic principles.

STARTS AND ENDS

(continued from page 1)

pate in our successes. We reinforce an important partnership when we talk about how what they do contributes to student growth.

Area Legislative Breakfasts are critical opportunities to present CABE’s legislative priorities with a unity of voice across the state. These interactions not only strengthen relationships between your district and your representatives; they enhance CABE’s influence through you. Your connections make it easier for legislators to do the right thing when they consider policy that has been informed by a shared understanding from their respective towns.

Finally, CABE’s Day on the Hill (March 8, 2023) is a signature opportunity to reinforce our legislative priorities and our relationships with Hartford. This two-way conversation about the what, why and wherefores of the legislative session just concluded typically finds legislators thanking CABE staff and Boards of Ed for our help in advancing their understanding of our schools’ needs. As an added bonus, many of us take advantage of the opportunity to bring groups of students to Hartford for an up close and personal experience with the workings of state government.

CABE’s power and influence are a product of the efficacy of our collective activities as an organization. You and your board’s commitment make CABE what it is; CABE is a reflection of you. It starts with you and ends with high performing schools and a healthy future for our children.

Visit cabe.org to find your Area Director’s contact information and start telling your stories.

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

Vision: CABE is passionate about strengthening public education through high-performing, transformative local school board/ superintendent leadership teams that inspire success for each child.

Board of Directors

EXECUTIVE COMMITTEE

Elizabeth Brown | President, Waterbury

Leonard Lockhart | First Vice President, Windsor

Meg Scata | Vice President for Government Relations, Portland

John Prins | Vice President for Professional Development, Branford

Lon Seidman | Secretary/Treasurer, Essex

Donald Harris | Immediate Past President, Bloomfield

Anthony Perugini | Member at Large, Cheshire

Lydia Tedone | NSBA Director, Simsbury

AREA DIRECTORS

Marion Manzo | Area 1 Director, Region 15

Douglas Foyle | Area 2 Co-Director, Glastonbury

Tyron Harris | Area 2 Co-Director, East Hartford

Jay Livernois | Area 4 Director, Woodstock

Academy Dan Cruson | Area 5 Director, Newtown

Janice Cupee | Area 6 Co-Director, Stratford

Lee Goldstein | Area 6 Co-Director, Westport

George Kurtyka | Area 7 Co-Director, Derby

Robert Guthrie | Area 7 Co-Director, West Haven

Lon Seidman | Area 8 Director, Essex

Carol Burgess | Area 9 Co-Director, Montville

Bryan Doughty | Area 9 Co-Director, New London

ASSOCIATES

Eileen Baker | Associate, Old Saybrook

Ann Gruenberg | Associate, Hampton

Anthony Perugini | Associate, Cheshire

Robert Mitchell | Associate, Montville

Joseph Wilkerson | Associate, Bloomfield

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.

CABE Affiliate Members

BUSINESS AFFILIATES

VALEDICTORIAN

Connecticut Business Systems –A Xerox Company

Finalsite

SALUTATORIAN

Berchem Moses PC

Shipman & Goodwin

HIGH HONORS

Pullman & Comley

HONOR ROLL

JCJ Architecture Kainen, Escalera & McHale, P.C.

Newman/DLR Group

SCHOLAR

Brown & Brown

Chinni & Associates, LLC

Coordinated Transportation Solutions Dattco, Inc.

ESS

The Lexington Group Perkins Eastman

Public Agency Retirement Services (PARS)

The S/L/A/M Collaborative Zangari Cohn Cuthbertson Duhl & Grello, P.C.

EDUCATIONAL AFFILIATES

American School for the Deaf Area Cooperative Educational Services (ACES)

Booker T. Washington Academy

Cambridge International Capitol Region Education Council (CREC)

Connecticut Alliance of YMCAs Connecticut Arts Administrators Association

Connecticut Association of School Business Officials (CASBO)

Connecticut School Buildings and Grounds Association (CSBGA)

Connecticut School Counselor Association

Connecticut Technical High Schools

Cooperative Educational Services (C.E.S.)

EASTCONN

EdAdvance

Explorations Charter School

Great Oaks Charter School

Integrated Day Charter School ISAAC

LEARN

Live Girl

Odyssey Community School, Inc. Relay CT

The Bridge Academy

The Opportunity to Connect

Patrice McCarthy Executive Director & General Counsel, CABE

Building connections is an important component of effective leadership. While the pandemic limited the opportunity to build those connections in person it opened up new opportunities to come together in a virtual environment. Time and distance obstacles were reduced, expanding participation in public hearings at the Legislature, board chair check-ins, local board meetings and family connections. We now have the opportunity to utilize both virtual and in person opportunities to build connections and expand knowledge.

CABE is offering a virtual book club on “The Innovator’s Mindset” by George Couros on February 23 from 5 -7 p.m. Mr. Couros spoke at the 2019 CABE/CAPSS Convention.

Participants will have the opportunity to discuss how the book applies to their school board work, as well as develop relationships with their fellow board members.

In addition to CABE’s regular “Advocacy Highlights” email, there will be webinars at critical junctures in the legislative session – when the Governor releases his budget proposal, as legislation impacting education is introduced, and when the Education and Appropriation Committees take action.

We will also gather for a revamped “Day on the Hill”, where in person lobbying will reinforce your messages to legislators. Public hearings will offer both an in person and virtual opportunity to testify.

CABE is partnering with CCM and the Yale Campaign School in the

“Representation Matters” program to provide diverse candidates for public office the tools to develop as a community leader. This free program will be offered virtually on February 25 and March 4.

Each of these opportunities builds our skills needed to navigate change. It is more important than ever to build strong candidates for boards of education.

I look forward to making new connections and strengthening existing connections. I hope you do too!

February is #ISUPPORTMYCTPUBLICSCHOOLS Month!

Steimer Sr. Staff Associate for Professional Development and Communications, CABE

Help us share all the good that is happening in your district!

Throughout the month of February CABE will be sharing videos of great things going on in Connecticut’s school districts. We need YOU to submit videos of these great things!

DETAILS:

• Submit videos between now –February 24, 2023.

• Videos should be no more than one minute.

• Videos should be shot landscape.

• Appropriate consent per district policy should be in place for all videos shared with CABE.

If you have technical questions regarding submitting a video, please contact Wilmarie Newton at wnewton@ cabe.org

Help us flood social media with your great videos!

For more ways to spread the great things going on in your district, go to the #ISUPPORTMYCTPUBLICSCHOOLS section of the CABE website.

Lisa

See You in Court – The Nutmeg Board of Education

Personal Conflict and a Grievance Hearing

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.

Veteran Board member Bob Bombast was recently confronted at the grocery store by an exasperated Polly Parent. She told Bob that her daughter attends Median Middle School and that she is being harassed on almost a daily basis by a male classmate. Polly reported that the boy follows her daughter down the hall making kissing sounds behind her. On occasion, she went on, other boys would join in, making her daughter miserable. Bob asked Polly whether she had shared her concerns with Ms. Principal, and Polly told him that was the worst part. “She was sympathetic, but she told me that I just needed to be patient because her hands were tied with ‘new procedures,’ whatever those are.”

When Bob got home, he sent a curt email to Mr. Superintendent, with a copy to the other members of the Nutmeg Board of Education, asking him what on earth was going on at the Middle School. Mr. Superintendent promptly replied all, telling Bob to bug out. “Unless and until you Board members are asked to sit on an expulsion hearing, student issues are operational issues that are none of your concern.”

Not surprisingly, Bob did not drop the matter as Mr. Superintendent suggested. Rather, as Chair of the Board’s Communication Committee, Bob reached out to Penny Pincher and Mal Content, the two other members of the Committee, and scheduled an “offthe-record” meeting at his house with those two Board members and Polly. Polly repeated her story to the group, and she expressed appreciation that someone was finally listening to her.

Bob thanked Polly and vowed to get to the bottom of this “outrageous” situation. He reached out again to Mr. Superintendent and told him that he, Mal and Penny were insisting that the “problem at Median Middle School” be on the agenda for the next Board meeting.

When the Nutmeg Board of Education reached that agenda item at its

meeting, an exasperated Mr. Chairperson turned to Bob and asked him to proceed with “his” agenda item. Bob was only too glad to do so.

Bob conveyed the concerns expressed by Polly Parent about the length of time the Administration was taking in investigating her complaint that her daughter was being sexually harassed. “It has been weeks already,” Bob pointed out, “and this poor girl continues to be a victim of sexual harassment. In our oversight role, we Board members must insist that the Administration protect our students from harassment. Accordingly, I move that Administration be required to conclude any investigation of sexual harassment as soon as possible, but in no event more than ten days after a written complaint is received except for good cause shown.”

Mr. Superintendent objected, stating that such a timeline would be impossible to meet. The Board members were concerned, however, that the district could be held liable if investigations of sexual harassment complaints drag on. Notwithstanding Mr. Superintendent’s continued objection, the Board voted unanimously to approve Bob’s motion.

Is the timeline imposed for investigating sexual harassment complaints appropriate? ••••••••••••

Prompt adjudication of sexual harassment complaints is important. However, revised regulations to implement Title IX were enacted by the United States Department of Education effective August 14, 2020, and they impose significant procedural requirements on school officials that make it impossible to resolve a sexual harassment complaint in ten days or less.

The new regulations are set forth at 34 Code of Federal Regulations §§ 106.30 through 105.46, and they require compliance with an elaborate grievance procedure to adjudicate Title IX complaints. Now, investigations require, first, that the investigator present evidence to both the complainant and the respondent (the parties), who each have ten days to respond.

Second, the investigator must then present a written report to the parties, and the parties again have ten days to respond.

Third, before making a decision as to the merits of the complaint, the decision-maker (who must be a person other than the investigator) must

either afford the parties a live hearing or the opportunity to submit written, relevant questions that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-up questions from each party. Finally, based on all the information gathered, the decision-maker must issue a written decision that conforms to detailed requirements.

These procedures can take weeks and weeks, and school officials cannot take disciplinary action until they are completed. The regulations do permit, however, emergency removal of a student accused of sexual harassment, but only if, after undertaking an individualized safety and risk analysis, school officials determine that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal of the student.

School officials must apply the new definition of “sexual harassment” carefully. These time-consuming procedures are required only when the alleged conduct meets that definition, and school officials can deal with other misconduct in the normal course. The

definition of “sexual harassment” in the new Title IX regulations includes (1) quid pro quo harassment, (2) sexual assault, dating violence, domestic violence and stalking, as these terms are defined in the law, or (3) “unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity.”

Some student-to-student harassment complaints involve unwelcome conduct of a sexual nature. However, for such conduct to be “sexual harassment,” it must also be “so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity.” When the alleged conduct does not meet this standard, it can be (and should be) addressed outside of Title IX procedures.

As usual, the actions of the Nutmeg Board members here raise other issues as well. The email exchange between Bob and Mr. Superintendent included the other Board members on copy, and that discussion of Board

It’s Personal

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

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Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:

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

z Responded to 31 requests for policy information from 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 pertaining to Curriculum, Title IX, Lunch Charging.

By helping school boards to increase student achievement:

z Sent two issues of “Policy Highlights” via e-mail list serve covering topics

that affect student achievement. Topics pertained to Student Athletes and Coaches, Mental Health and related policy notes and Report on Statewide Remote Learning Program; Curriculum Option for 2023-24.

By providing services to meet member needs:

z Staffed State Relations Committee meeting to set legislative priorities.

z Provided new board member orientation for members of the Darien Board of Education.

z Facilitated Board Chair Check-In.

z The quarterly Policy Update was mailed to 94 subscribing districts. Topics included Freedom of Speech and Teacher Aides.

z Engaged with Stamford Public Schools who purchased the CABE CORE Manual to guide them in their efforts to update their policy manual.

z Revised policies, as part of the Custom Update Policy Service, for

New Fairfield, East Hampton, East Windsor, Gilbert School, Marlborough, North Stonington, and Sterling

z Prepared materials, as part of the Custom Policy Service, for Brookfield Public Schools and Sharon Center School

z Completed the New Milford and Somers Boards of Education superintendent searches. Currently assisting East Hartford Board of Education with their superintendent search.

By helping districts operate efficiently and conserve resources:

z Posted policies online, as part of the C.O.P.S. Program for Barkhamsted, Bethel, Granby, Monroe, Portland, Ridgefield, Sharon, Somers, and Windsor Boards of Education.

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

z Participated in NSBA State Association Counsel virtual meeting.

z Participated in WhatWillOurChildrenLose coalition meeting to identify legislative priorities.

z Met with legislative leaders to discuss CABE priorities.

z Participated in Discovering Amistad Board of Directors and Ship Committee meetings.

z Participated in two virtual meetings of the NSBA Convention Managers group.

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

z Developed webinar with SDE on Right to Read legislation.

• Research your members of the Connecticut General Assembly (CGA) –what committees are they on, were they on their board of education or council

• Develop Relationships – establish them before you need them

• Invite your members of the CGA

to a board meeting – they don’t all serve on the Education Committee so you are a valuable resource

• Set your priorities – just mention a couple of issues

• Lobby with your real life experiences – tell them how a state program is

being implemented in your district

• Don’t overdo your lobbying – short and sweet

• Shore up lobbying allies – if you know there are other districts with a similar issue it can be persuasive

• Don’t forget the media – when

appropriate they can further an issue, but be prepared with facts

• Always be positive – the issue may be a problem but the person doesn’t have to be

• Everyone likes a pat on the back –give thanks for support!

CABE LEGISLATIVE BREAKFASTS

CABE Secretary/Treasurer and Area 8 Director Lon Seidman (Essex) welcomed legislators, board members and superintendents to the Area 8 Legislative Breakfast on January 18.

Your passion can Transform lives. Kids For Wish Kids®

Inspiring kids to have an impact in their community, the Kids For Wish Kids® program engages students, schools and youth organizations in philanthropy and service activities in partnership with Make-A-Wish.

The program encourages community service, leadership, volunteerism and teamwork. It builds team spirit and gives students hands-on experience fundraising to help create life-changing wishes for kids fighting critical illnesses.

For information about the Kids For Wish Kids® program, please visit wish.org/ct/kids-wish-kidsr or contact Christina Alt at calt@ct.wish.org.

I

Louis,

CABE Area 6 Co-Directors Janice Cupee (Stratford) and Lee Goldstein (Westport) hosted the CABE Area 6 breakfast.

Take a Leadership Role in Engaging Your Community

Nick Caruso Sr. Staff Associate for Field Service and Coordinator of Technology, CABE

I spend a lot of time working with boards of education and periodically, certain topics seem to jump out with some frequency. Lately, the board/ superintendent’s role in communicating with the public has been a very common topic of discussion.

According to research from the Lighthouse Project, a study on the effectiveness of boards of education in promoting improved student learning, a strong community connection, is one of the board’s greatest opportunities to build support for the district from its citizens. This goes way beyond just passage of school budgets, but into support for district initiatives and plans. Highly effective boards are good communicators and work with staff to ensure that they too are good communicators.

Often, much of the responsibility of district communication is delegat-

SEE YOU IN COURT (continued from page 4)

business among a quorum over email would be considered an unposted and thus illegal meeting of the Board. Moreover, if Bob, Mal and Penny were acting as the Communication Committee in meeting with Polly, that meeting would also be an illegal meeting because it was not posted and was not accessible to the public.

Finally, we note that Bob, Mal and Penny insisted on adding the “Problem at the Middle School” as an agenda item. The bylaws of many school boards permit three or more members to add an item to the agenda for a board meeting. More generally, we note that Conn. Gen. Stat. § 10-218 has long provided that

ed to the superintendent and other district administrators. The superintendent is expected to be a successful spokesperson for the board and district. Likewise the building principal is looked on to get the word out on what is happening in his or her building. Some do this very effectively; but not always. That isn’t necessarily their fault – with all the education educators go through to attain and retain their certification, they rarely receive any professional development in communicating with the public.

This is a place where the board of education can help.

First, the board should encourage the development of a communications plan. The task of engaging the public is too important to leave it to chance. A good communications plan is deliberate and strategic. It should identify critical friends in the district, strategies for involving them in decision-making and encourage them

the chairperson shall call a meeting “at least once in six months and whenever such chairperson deems it necessary or is requested in writing so to do by three of its members. If no meeting is called within fourteen days after such a request has been made, one may be called by any three members by giving the usual written notice to the other members.” In the modern FOIA era, a “meeting” is a gathering to discuss specified agenda items, and adding an agenda item to a meeting as requested by three members would be consistent with this statutory provision.

Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education.

People in the News

CABE President Elizabeth Brown recently appointed Tony Perugini (Cheshire) to fill the Member at Large vacancy on the Executive Committee. Tony will continue to serve as an Associate on the CABE Board of Directors. When asked about his “why” for serving on the CABE Board, Tony replied “CABE inspires me to step out of my shell and do more to help our fellow board of education members do more for our students.”

Congratulations, Tony!

Meetings of Interest

n Connecticut State Board of Education

February 1, 2023 • 9:30 a.m.

450 Columbus Boulevard, Plaza North Conference Room C and D

n Panel Discussion: Minority Teacher Recruitment and Retention February 24, 2023 • 10:00 a.m.; Legislative Office Building, Room 1D

to support the public schools. Target audiences should be identified, as well as key communicators.

Plan on providing professional development for those communicators as appropriate. This may include the Board of Education. As part of the Lighthouse project, CABE created a module on Community Engagement that we offer to boards regardless of whether or not they participate in Lighthouse training. It involves two, 2-hour workshops and helps the board recognize communication strengths and weaknesses, and provides the framework for a possible communications plan. Whether or not the board wants to develop a plan, this module can be very helpful to a board looking to improve their effectiveness.

Second, the board should encourage the superintendent and his or her staff to receive professional development of their own. Community engagement is much more effective if it is part of an overall strategy, so all players need to be on the same page. Training and planning time are critical for this to be successful.

Finally, the board must engage the community. This does not mean disseminating information, it means

involving the public in decision-making. Community forums, involving outsiders in committee work or setting up a task force are a few ways to get people involved. Often boards end up reacting to community outcry after making a tough decision, instead of getting input prior to the decision.

Pose the problem to community members without offering a solution until they have explored the issue together with the board. That can sometimes give people a better understanding of why the board is considering a solution that is not popular. When doing this it needs to be pointed out that feedback and community reactions are important to the process, but in the end the board will have to consider everything and make a decision based on their perceptions of the problem.

Community engagement is critical to school success – too critical to be a victim of chance and circumstance. With a bit of planning, it can be a useful tool for bringing forward the district’s vision.

For information on the Community Leadership Lighthouse module, contact Nick Caruso (ncaruso@cabe. org).

2023 Lt. Governor’s Computing Challenge

McCarthy Executive Director & General Counsel, CABE

The Lt. Governor’s Computing Challenge is a statewide coding competition for Connecticut students. Now in its fourth year, the Challenge has engaged over 1,600 students and STEM educators statewide to support and foster the future of computer science within Connecticut.

This year, students will design a computing application or website with the theme of Coding for Good. The theme will allow students to create applications designed to spread positive messages, tackle important issues or promote healthy habits.

Connecticut students are encouraged to create applications designed to inspire health and wellness for all. The challenge includes three options for submission: concept challenge, prototype challenge and development challenge. Students can work individually or as a team.

Eligibility to enter the challenge is open to students grades 3 through 12 with three different options of participation, allowing the opportunity for students with no computer science experience to those that are well versed in the subject to participate. Submissions will be accepted until April 28, 2023.

Patrice

A Policy Perspective on Budget Development THE POLICY CORNER

This time of year is the budget season when most school districts are deeply involved in the preparation of the budget proposal for the new school and fiscal year. Budget proposals are commonly considered by boards of education in a budget timetable that extends from winter into spring. One of school boards’ primary responsibilities is to approve the school system’s budget. Through the budget process, the board provides for the many district services.

School spending represents the clearest example of the independent authority of boards of education. Boards are required by state law to prepare an itemized estimate of expenses for operating the schools in the coming year. That estimate is presented to the municipality by the specified budget submission date.

Obviously, this process at the current time must be cognizant of the need for additional academic, social and emotional supports for students and staff due to the impact of the pandemic. In planning for the 2024-2025 budget, the expiration of the federal American Rescue Plan ESSER funding will also need to be addressed.

When districts take stock of their fiscal conditions and begin the process of developing their budget proposal for the next school year, it is also a good time to review financial policies. These policies are customarily placed in the Series 3000, “Business and Non-Instructional Operations” section of district manuals.

Board members need to understand the budget process and transform it into a vehicle for meeting today’s many educational and economic challenges, exacerbated by the continuing pandemic health emergency.

It is essential that districts have policies and regulations in their policy manuals that define the responsibilities and the procedures involved in the preparation, dissemination, and adoption of the board’s budget proposal prior to its submission to the community’s fiscal agency and ultimately to the community.

First and foremost, districts should ensure the budget development process is a continuous, carefully planned endeavor which thoroughly evaluates educational and administrative programs, as well as current and projected

fiscal conditions. Districts, by doing this, provide stability and continuity and a more cohesive foundation on which to base financial decisions.

Considerations

Many considerations must be addressed during the budget development period which have policy implications.

First, while the superintendent and his staff are primarily responsible for developing the district’s proposed budget, the procedures used in its development will depend on factors unique to the district. Those factors include the district’s educational goals and priorities, the degree of community support, personnel resources, lines of communication and the financial resources available from local, state and national sources.

Next, the budgeting process is best served if, prior to the arrival of the budget season, the board, the district’s superintendent and school business administrator, have developed a budget calendar allowing time in which to develop the proposed budget and for sufficient staff and community input in all stages of budget development.

The establishment of procedures and activities to gather needed budgetary information, along with deadlines and responsibility for each activity, provides the district adequate time to evaluate the educational merit and financial feasibility of existing and proposed programs, in addition to setting priorities for educational dollars.

The public dissemination of the proposed budget with an explanation of the reasons for its expenditures in an easily understood format also must be considered. This is a necessary prerequisite to the final budget adoption by the board, prior to sending it to the municipality’s fiscal agency for approval. This action helps to create community support and approval of the board’s spending plan.

To accomplish this, boards should hold budget meetings or hearings, issue newsletters and news releases, provide material on its website and speak to school and community groups. The district may provide a budget brochure designed to promote public understanding of the proposed budget.

Special attention must be given to actions of the school system or district

personnel advocating positions on a budget or referendum. Board policy language should address when students can be used as couriers of budgetary information as well as the use of teachers, administrators, facilities, supplies and equipment to influence any person to vote for approval or disapproval of a budget question.

State law prohibits any expenditure of public funds to influence a vote on a referendum question. Keep in mind that on issues to be decided at referenda, information distributed by school personnel or board of education members, whether through students or otherwise, such as the use of automated community notification systems, may only provide information on the time, date and location of the referenda and may not advocate positions on the referenda questions.

Districts may not expend public funds to urge voters to vote “yes” on the budget, any proposition, or any bond issue. However, board members may recommend support when they speak in public or write letters to local newspapers.

It is strongly suggested that members of local and regional boards of education refer to recommended policy #3152, “Spending Public Funds for Advocacy.” This policy reviews the specific situations, applicable to regular and regional boards of education, in which public funds can be spent to disseminate information, including the use of community notification systems.

The law generally prohibits municipalities from sending residents unsolicited communications about referenda, with one exception. It authorizes those that maintain a community notification system to use it, at their chief elected official’s direction, to notify enrolled residents of an upcoming municipal referendum.

By law, a “community notification system” is a communication system available to all residents of a municipality and permits them to opt to be notified of community events or news by e-mail, text, telephone, or other electronic or automated means.

Regional school boards may request that their member municipalities use their community notification systems to notify enrolled residents of an upcoming regional school district

referendum. The board chairperson must make the request. Regional school boards are also permitted to print and disseminate neutral printed material, in addition to explanatory texts, about regional school district referenda. The board’s attorney must approve the material.

As stated, law prohibits the use of public funds to influence the success or defeat of a referendum question. In 2015, the General Assembly modified Section 9-369b of the General Statutes to exempt from this prohibition third-party comments posted on social media or on Internet websites maintained by the state, municipalities, or regional school districts.

In conclusion, board policies in the business and non-instructional operations area should be consulted first in the preparation of the budget. A board of education that has a good grasp of budget fundamentals and translates that into reasonable, workable policy has a better chance of getting public support.

Budget policy encompasses the district’s budget philosophy and the schedule that translates that philosophy into a working documentplanning, formulation, presentation, adoption and dissemination. A fiscally prudent board considers how the expenditures contribute to student achievement.

The board’s budget philosophy is not only limited to its business practices. Policies pertaining to instructional practices, curriculum, personnel, transportation, energy, food services and curriculum, for example, have budgetary implications. Priorities have to be established.

The budget document must be thought of as the district’s plan to allocate resources to fulfill its policies. The budget is an extension of the policy manual, in which the necessary financial resources are provided to fulfill the board’s policies. Therefore, the budget is a tool for implementing goals, controlling costs, evaluating results and planning with long range implications.

For further information on budget related policies districts should contact CABE’s policy service department.