CABE Journal - April 2018

B C

www.cabe.org

Vol. 22, No. 4

April, 2018

State Board Votes on Charter School Request

How Do You Measure Family and Community Engagement?

Patrice McCarthy

Deputy Director and General Counsel, CABE

At the February meeting of the State Board of Education, one proposed action item involved a request to approve an additional 57 seats in charter schools for the 201718 school year.

CABE and CAPSS were among those who testified in opposition to this proposal, given that the three charter schools involved had each enrolled students beyond the enrollment level approved by the State Board of Education. The organizations pointed out that traditional public schools have enrolled almost 2,000 students left homeless by the hurricanes in Puerto Rico and the U.S. Virgin Islands, and have also faced extraordinary special education costs, all without additional state support.

After an extensive discussion, in which State Board of Education members expressed their view that students in all public schools are of equal value, the Board overwhelmingly rejected the request.

The Board heard a report on the “Perils and Promises in the Education of Black, Latino, and Poor Children in Connecticut” which further reviewed the suspension and expulsion rates by race and ethnicity. The data shows See STATE BOARD page 4

Robert Rader

Executive Director, CABE

Berlin High School Scientists

Portland Middle School Teacher Journeys to Antarctica Patrice McCarthy

Deputy Director and General Counsel, CABE

Portland Middle School Teacher and PreK-12 Social Studies Curriculum Specialist Sarah Harris recently had the unique opportunity to visit Antarctica as a National Geographic Grosvenor Teacher Fellow. A Portland native and salutatorian of the Portland High School class of 2008, Sarah is in her fifth year teaching at the middle school. Having personally enjoyed a family educational experience on a National Geographic expedition to Antarctica, I was delighted that Sarah

took the time to discuss her experience as an educator.

Patrice: What motivated you to apply for the program?

Sarah: I teach about the world.

The goal of Social Studies education is to give every student the opportunity to explore the world through geographic, cultural, and historical lenses.

I wanted the opportunity to “expand my classroom walls” and share the world with my students in a way that far transcends a textbook.

Patrice: What was involved in the application process?

Sarah: We submitted a resume, a letter of recommendation, and essay responses focused on how we teach

As Connecticut implements its Next Generation Accountability System, the relationship between the schools and families and communities has become more central to our districts. While none of the specific twelve standards speak directly to those relationships, educators have always known their importance.

On February 26, I attended the Hartford Foundation for Public Giving’s Winter Colloquium for Educational Leaders on Measuring Family and Community Engagement.

Representatives of school districts and the Connecticut State Department of Education (SDE) were also present, including Bloomfield, Windsor, East Hartford, Vernon, Windsor and Windsor Locks.

The interesting and beneficial discussion was led by Harvard Graduate School of Education lecturer, Dr. Brian Rainville. He has written, “for many educators, family engagement data begins and ends with attendance tracking at family-involved events. At the district and school level, leaders are eager for richer data to help them understand their strengths and weakness and allocate limited resources with more precision.”

Dr. Rainville gave spoke about the strengths and weaknesses of a number of tools used for measuring family and community engagement (“FACE”),

See ANTARCTICA page 13

See ENGAGEMENT page 9

Resources for Responding to Student Walkouts

Position Statement on School Safety

When Tragedies Strike

CABE’s Day on the Hill

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The Journal – Connecticut Association of Boards of Education | April 2018 PRESIDENT COMMENTARY

CABE’s Government Relations Efforts:

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.

Impacting the Work of Local School Districts Robert Mitchell President, CABE

I have chosen to use this column to help Board of Education members understand the great value of CABE membership and to highlight the exceptional services and staff who serve us all. Last month, I highlighted the excellent work of CABE’s Policy Department. I think it especially fitting that I use this space to discuss one of CABE’s most valuable assets – our Government Relations team; as we are in the middle of the Legislative Session.

I typically talk about CABE’s Government Relations efforts from a standpoint of what you can do to support your Association’s efforts in advocating for our public schools. In this case, however, I want to talk about how CABE supports you with yearround efforts to advocate for Boards of Education and public schools – locally, statewide and at the federal level.

Our Government Relations staff has more than 80 combined years of legislative experience. Patrice McCarthy, Sheila McKay, and Gail Heath ably serve the Association’s membership.

The member support our Government Relations staff delivers includes: z Providing support, staffing and guidance for the CABE Delegate Assembly. CABE members vote on the Association’s official positions regarding local, state and federal education issues at the Delegate Assembly. zP roviding support to the Government Relations, Federal Relations, State Relations, and Resolutions Committees that work with resolutions adopted by the CABE Delegate Assembly to propose, support, or contest possible legislative actions that will affect all Connecticut public schools. z Supporting a series of annual Legislative Breakfasts which

bring together Board members, Superintendents and state officials to discuss the legislative priorities of Boards of Education. z Following every bill that impacts public education through both the State House of Representatives and State Senate and provide analysis and feedback, while attending all relevant subcommittee meetings. z Providing verbal or written testimony on bills affecting local public schools. z Reporting weekly on Legislative activities with the CABE Legislative Update, as well as “Call to Action” reports on more immediate issues and encourage Board members to reach out to their local representatives to share the consequences of such activity in their local district. z Communicating regularly with members of the state and federal governments and their staff. CABE Government Relations Staff is also in constant communication with Connecticut’s Federal Legislative Delegation to ensure Board members’ voices are heard on the Federal level. z Communicating with the media.

CABE’s Government Relations staff are often sought out for interviews on television, radio and print news media for expertise on education issues. z Meeting with the editorial boards of Connecticut’s largest newspapers to discuss important issues facing public education and local school governance. These meetings often stimulate editorial stances in support of our work. z Assisting Board of Education members and members of CABE’s leadership in providing testimony.

While CABE staff often provide relevant information to our Legislators, it is the local voice

Board of Directors that is needed. CABE staff assists board members in signing up for and presenting testimony before relevant subcommittees of the Connecticut General Assembly. z Meeting with local Boards of Education, when requested, to help those Boards understand the implications of legislative activity and to assist them in becoming active in supporting their legislative needs. z Providing a Legislative Wrap-up workshop to deliver an in-depth review of the actions of the General Assembly within one week of adjournment. z Providing Education Law Summaries at the end of each Legislative session, detailing all bills passed by the General Assembly and the potential impact of those bills on local Boards of Education. z Staffing CABE’s leadership at the annual NSBA Advocacy Institute in Washington, DC. Sheila McKay currently serves as Chair of the NSBA Council of State Association Legislative Staff, strengthening Connecticut’s role at the Federal level. z Along with all the other activities our Government Relations team performs, they regularly serve on a variety of commissions, committees and work groups providing advocacy for CABE on a variety of education issues, as well as writing articles for the CABE Journal and other publications.

I have always been impressed with the degree of dedication and expertise our Government Relations team provides to our membership. They are truly an asset that provides incredible support for us in our work in providing a high-quality education to the children in our care.

EXECUTIVE COMMITTEE Robert Mitchell | President, Montville Donald Harris | First Vice President, Bloomfield Elizabeth Brown | Vice President for Government Relations, Waterbury Christopher Wilson | V ice President for Professional Development, Bristol Michael Purcaro | Secretary/Treasurer, Ellington Ann Gruenberg | I mmediate Past President, Hampton Bryan Hall | Member at Large, East Hartford Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Jonathan Moore | Area 1 Co-Director, Region 1 Michelle Lucian | Area 1 Co-Director, Plymouth Bryan Hall | Area 2 Director, East Hartford Michael Purcaro | Area 3 Co-Director, Ellington Michele Arn | Area 3 Co-Director, Vernon Joan Trivella | Area 4 Director, Brooklyn Mic helle Embree Ku | A rea 5 Co-Director, Newtown Frances Walton | Area 5 Co-Director, Ridgefield Jennifer Dayton | Area 6 Co-Director, Greenwich Karen Kleine | Area 6 Co-Director, Westport George Kurtyka | Area 7 Director, Derby Sean Nugent | Area 9 Director, Preston ASSOCIATES Eileen Baker | Associate, Old Saybrook Robert Guthrie | Associate, West Haven John Prins | Associate, Branford Robert Trefry | Associate, CT Technical High School System COMMITTEE CHAIRS Becky Tyrrell | Chair, Federal Relations, Plainville Bryan Hall | Chair, Resolutions, East Hartford Jennifer Dayton | Chair, State Relations, Greenwich CITY REPRESENTATIVES Jacqueline Heftman | C ity Representative, Stamford Charles Stango | City Representative, Waterbury STAFF

Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Rebecca Adams | Senior Staff Attorney Nicholas Caruso | Senior Staff Associate for Field Service and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development and Communications Teresa Costa | Coordinator of Finance and Administration Pamela Brooks | S enior Administrative Associate for Policy Service and Search Services Terry DeMars | Administrative Associate for Policy Service Gail Heath | Administrative Associate for Government Relations Wilmarie Newton | Administrative Associate for Labor Relations Nancy Propfe | Administrative Assistant for Membership Services Corliss Ucci | Receptionist and Assistant to Executive Director

The CABE Journal (ISSN 1092-1818) is published monthly except a combined issue for July/ August as a member service of the Connecticut Association of Boards of Education, 81 Wolcott Hill Road, Wethersfield, CT 06109, (860) 5717446. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association membership 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. “Periodicals Postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. Email: bcarney@cabe.org. Members can find the CABE Journal online at: www.cabe.org/ page.cfm?p=1024

The Journal – Connecticut Association of Boards of Education | April 2018

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EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS

Berchem Moses PC Pullman & Comley Shipman & Goodwin Support for the Budgetary Process SILVER MEMBERS Anthem Blue Cross and Blue Shield Arthur J. Gallagher & Company Corporate Cost Control Digital Back Office Milone & MacBroom, Inc. Zangari Cohn Cuthbertson Duhl & Grello PC BRONZE PLUS MEMBERS Cohen & Wolf, P.C. Coordinated Transportation Solutions Friar Associates Kainen, Escalera & McHale, P.C. Milliman, Inc. O & G Industries OneDigital Health and Benefits The S/L/A/M Collaborative BRONZE MEMBERS Albert Risk Management Consultants Brown & Brown Insurance Chinni & Meuser LLC Dattco Inc. ECG Engineering, PC Fusfoo Media LLC Goldstein & Peck, P.C. JCJ Architecture The Lexington Group Perkins & Eastman Solutions Employee Assistance Program Sources4Teachers Suisman Shapiro Attorneys at Law

EDUCATIONAL AFFILIATES

American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association for the Gifted Connecticut Association of School Business Officials Connecticut Center for School Change Connecticut School Buildings and Grounds Association Connecticut Technical High Schools Cooperative Educational Services EASTCONN EdAdvance LEARN Unified School District #1

Lessons from Leonardo Robert Rader Executive Director, CABE Walter Isaacson has written books on Benjamin Franklin, Albert Einstein and Steve Jobs. He has recently authored a wonderful biography of Leonardo Da Vinci, which continues Isaacson’s stretch of writing about geniuses. Isaacson obviously tries his best to capture and understand the creativity of his subjects.

Da Vinci is a great topic, not only because of his obvious genius, but also because he was curious about everything.

Leonardo was an artist, architect, engineer, writer, sculptor, scientist, even entertainer.

He did it all.

Creativity Arises Out of Curiosity

Today, we have cellphones, the Internet, driverless cars and other inventions changing our lives, or about to do so.

Our successful future will depend on continued creativity. New answers to old questions and curiosity about new questions will shape our lives and those of our students.

Our students’ creativity needs to be nurtured and encouraged.

Whether it’s why water moves as it does, how birds fly, how the human body works, why fossils are found at the top of mountains or why light reflects off the earth and hits the moon, Leonardo investigated and did experiments to prove his theories. His creativity, according to Isaacson, “set him apart from those who were merely extraordinarily smart”, was due to his “ability to apply imagination to intellect. His facility for combining observation with fantasy allowed him, like other creative geniuses, to make unexpected leaps that related things seen to things unseen.”

Leonardo’s education was at an “abacus school, an elementary academy that emphasized the math skills useful in commerce.” Focusing on practical cases and on drawing analogies would stand him in good stead for the future. However, he was easily distracted because of his curiosity.

Because of this, there are paintings that he never finished. He would come back to them years or even decades after he began them and kept tweaking them.

Leonardo boasted that because he was not formally educated; he liked to

“learn from his own experiences instead.”

Over time, however, he softened on this perspective and took advantage of the writings of others. He loved books and kept journals of everything he saw and his own thoughts.

His stature would be even greater had he published those journals — many of the ideas would have to be “rediscovered” hundreds of years later.

As Isaacson wrote, “his uncanny ability to engage in a dialogue between experience and theory made him a prime example of how acute observations, fanatic curiosity, experimental testing, a willingness to question dogma, and the ability to discern patterns across disciplines can lead to great leaps in human understanding.”

Apprenticeship, Today Leonardo, like most of the great artists of the Renaissance did not just burst onto the scene at the end of the 15th Century. For years, in Florence, he was an apprentice to Verrochio, one of the greatest artists before him.

Apprenticeship has not gone out of style, even here in Connecticut. The idea of learning a skill or trade under an expert is critical to many jobs, especially in manufacturing.

The Campaign for Working Connecticut has stated that currently “Connecticut has approximately 6,800 registered apprentices, largely concentrated in construction and building trades.”

Yet Connecticut has more than 15,000 middle-skills jobs openings, for which apprenticeships would be an effective strategy, leading to high-skill job opportunities.

Connecticut needs almost 13,000 apprenticeships, bringing us closer to the number of 15,000 middle-skills job openings.

For comparison, 65-70 percent of teenagers in some European countries have received apprenticeship experiences. In the U.S. this percent is 5 percent.

You will soon see initiatives from the business community to increase the numbers of our students who go into apprenticeships.

Art, Today

Leonardo, who Isaacson says, was a “sweet” man, was lucky to live during the Renaissance when others, especially patrons, had passion for art as he had. He traveled a great deal between Florence, Rome and Milan as his benefactors ruled these cities.

His patrons, whether a Sforza, a Medici or France’s King Francis I, protected him and paid him. They even tugged against each other for him to live in their cities.

I don’t think anyone would disagree that the arts seem to be under attack today. We know that in many schools art, music and other “creativity-inducing” subjects have been cut out of curriculum, or, if they have not they have often been squeezed or threatened.

However, for many of our students, these subjects are key to staying in school.

Just like football may be the key for some students, arts, theater and other “non-academic” subjects are key to them.

According to Dr. Melissa Hickey, Reading/Literacy Director at the Connecticut State Department of Education (SDE), “Students who have been provided active learning opportunities that include See LEONARDO page 8

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The Journal – Connecticut Association of Boards of Education | April 2018

Resources for Responding to Student Walkouts On Monday, March 5, CABE and CAPSS issued the following guidance on responding to student walkouts.

It is shared here for the wider CABE Journal readership.

School districts throughout Connecticut and the nation are facing the challenge of responding to possible student walkouts on March 14, 2018, and again on April 20, 2018. CAPSS and CABE have been working with superintendents, school board members and others to provide support and assistance for such planning. In the following, we will briefly highlight our best thinking on this challenge and then provide links to some helpful resources.

I. PRACTICAL CONSIDERATIONS: While the challenges of planning an appropriate and effective response are significant, the underlying legal principles are clear: neither students nor staff have the right to engage in activities that disrupt the educational process, as the planned walkouts certainly would. The keys, therefore, to an appropriate response are: z Good communication in advance with all stakeholders – students, staff, parents and community members, including notification of potential consequences of disruptive activity. z Appreciation for the sincere concerns that underlie the planned walkouts and consideration of ways to give voice to those concerns without disruption. z Acknowledging the value of student achievement on an important issue of public policy and using the opportunity to develop their skills in civil discourse. z Consideration of the maturity of the students involved. Discussion at the high school level, for example, would likely be very different from discussion that day, if any, at the elementary level. z Communication to and coordination with staff members (and their bargaining representatives) as to expectations and responsibilities. z Awareness of and adherence to any applicable Board policies. z Focus on the safety of students and others as the overarching concern. z Awareness that any response may set precedent, including a demand for equal treatment of protests

concerning other issues, even a counter-protest over Second Amendment rights.

With those thoughts in mind, we recommend that superintendents and school principals engage student leaders and the parent community in a discussion as to how best to direct the energy arising from a potential student walkout to activities that are jointly planned and implemented to (1) give voice to concerns over school safety, (2) minimize disruption of the educational process, and (3) maintain student safety. Depending on the level of anticipated student support for such a walkout, school districts may even want to schedule specific educational activities during the time of the planned walkout in an effort to maintain control of the event. Superintendents are also well-advised to communicate with their boards of education to keep them apprised of such plans.

Examples of such activities on March 14, the date of the first publicized walkout, would be a “walkin” that day, a period of silence and reflection in classrooms from 10:00 a.m. to 10:17 a.m., an organized activity in the school auditorium starting at 10:00, such as a panel discussion about school safety, school climate and civility, moderated by students, or other activities in your schools.

In considering the challenges posed by the potential walkouts, we recognize that our various school communities in Connecticut will have different concerns and forces at work. Some view the planned protests as a problem to address while others may view them as an opportunity for promoting political action. Accordingly, we do not purport to specify how individual school districts should respond to this challenge. Rather, we offer this information as a resource for school officials in your planning for these anticipated walkouts in light of the circumstances that prevail in your community.

II. LEGAL CONSIDERATIONS: Legal considerations applicable to planned walkouts involve First Amendment principles, both as to the planned protests and as to the responses from others who do not share the views of the protesters. We recommend that you confer with the district’s legal counsel for specific answers to legal questions, but we offer

the following general comments on the underlying legal principles. z Students and teachers have a right of free expression on matters of public concern, including concerns over school safety.

Permissible expression includes individual or group expression via flyers, buttons, T-shirts, social media posts, etc. as long as such expression is not disruptive of the educational process. z Students and teachers do not have the right to engage in expressive activities that substantially disrupt or materially interfere with the educational process. A walkout by students and/or staff members at any time when educational activities are scheduled is per se disruptive of the educational process, and such actions can result in disciplinary action. z School officials have the right to schedule educational activities as they deem appropriate. In discussing these matters with students and teachers, school officials may wish to establish activities that will give voice to concerns over school safety without disrupting the educational process. By characterizing the activity as a school-sponsored activity, school officials retain control of the situation. z By contrast, creating a “forum” for students or others to express their views can create the problem of viewpoint discrimination if speakers with contrary views are prevented from expressing themselves. Once a forum is created, school officials cannot

STATE BOARD

(continued from page 1)

that while exclusionary discipline rates have declined, the rates for Black and Latino students are still 2 to 5 times the rate of White students.

The Board also heard a presentation on the Teacher Leader Fellowship Program at Central Connecticut State University. Former Commissioner Betty Sternberg coordinates the program, which is now in its second year. The program taps into the expertise of classroom teachers and gives them the opportunity to develop leadership skills while remaining in the classroom.

The program also supports

discriminate between and among viewpoints, but rather they must be viewpoint neutral unless they reasonably forecast disruption.

School officials must decide whether to treat the activity as their own or to establish a forum for expression, with the understanding that the latter approach presents the concomitant risk that others will either express a different view or claim viewpoint discrimination when they are not allowed to do so.

III. RESOURCES: Given that the planned student walkouts are being discussed throughout the country, national organizations have published helpful guidance to deal with the very real possibility that, unless their energy is successfully redirected, students will walk out of class on March 14 and/or on April 20.

Helpful resources include those linked below: z National School Boards Association, “Navigating Student Walkouts & Mass Protests,” (comprehensive checklist of relevant considerations). z Michigan School Boards Association, “How to Approach Student Walkouts,” (practical guidance on dealing with threatened walkouts). z Connecticut State Department of Education, Superintendents’ Digest, “Resources for addressing trauma, violence, and grief,” found at http://portal.ct.gov/SDE/Digest/ Superintendents-Digest (general resources). administrators in creating a school climate and culture that enables teacher leadership. There are currently 13 Connecticut districts participating in the program.

The Regional Educational Laboratory from the Northeast and Islands (REL-NEI) presented a report on their partnership with Connecticut in addressing barriers to student success. The REL-NEI partnership supports the need for research and evidence based practice to inform decision-makers as to how to best meet the diverse needs of English Learners. Supporting implementation of effective English Learner Programs is part of the State Board of Education’s five-year comprehensive plan.

The Journal – Connecticut Association of Boards of Education | April 2018

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See You in Court – The Nutmeg Board of Education

A Chair Vacancy and Deadlocked Vote 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.

After serving as Chairperson of the Nutmeg Board of Education for six long years, Mr. Chairman announced unexpectedly at the last meeting in February that his company had transferred him to Illinois. At what would be his last meeting, Mr. Chairperson told his colleagues they were the best board members in Connecticut, all appearances to the contrary notwithstanding.

For their part, the other Board members perfunctorily thanked Mr. Chairperson for his service, but then immediately started discussing who should take over as Chair. As it turned out, only Bob Bombast and his nemesis on the Board, Mal Content, were interested. With two vying candidates, however, the Board didn’t know what to do.

Mr. Superintendent tries to stay clear of intra-Board issues, but he couldn’t resist offering a suggestion that night. “The Board should convene into executive session and interview both Mal and Bob, and then you can vote to elect a new Chairperson.” The Board thanked Mr. Superintendent, and the Board did just that, after adding “Discussion of candidates for Board Chair” to the agenda by a twothirds vote. Bob and Mal then made their pitches to their fellow Board members in the executive session, and the Board reconvened in open session to vote by secret ballot.

Before the voting began, Mr. Chairperson announced that he would not vote, and the remaining Board members split evenly between Bob and Mal. It was 4-4 on the first ballot, and it was 4-4 on the second ballot. Board members looked around curiously, trying to figure out who was voting for whom, but in voting two more times, the Board members deadlocked again 4-4 both times.

Mr. Chairperson was concerned that the Board should figure something out before he left for Illinois, so he proposed that Penny Pincher, currently the Board secretary, be named Chairperson Pro Tempore at the next meeting, to serve until the Board breaks the tie and elects a new Chair. After teasing Mr. Chairperson about his fancy words, the other Board

members voted unanimously to elect Penny as Chairperson Pro Tempore, commencing with the next meeting.

Penny convened the next Board meeting, and she did a nice job. On the agenda that evening was the vote to fill the vacancy on the Board, and the Board promptly elected Nick Newbie, who was suggested by the Town Committee of Mr. Chairperson’s party.

The Board also held another secret ballot election for a new Chair, but the Board deadlocked again, given that Nick chose to abstain. Bob Bombast even joked about how stubborn they all must be. The meeting ended with agreement that Penny would continue on as Chairperson Pro Tempore, i.e., on a temporary basis.

Two days before the April meeting, the Board members were shocked to read in the Nutmeg Bugle that Mayor Megillah, citing the need for fresh blood, had announced that he has appointed Nick Newbie to serve as Chair.

You could cut the tension with a knife as the Board members gathered before the next meeting. Penny sat grimly at the head of the Board table, holding the gavel tightly in her hand. Nick approached her sheepishly, and he asked her to turn over the gavel to him.

Should she?

Given that more than 30 days have passed since Mr. Chairperson left the Board, Mayor Megillah probably had the right to take the action he took.

The Nutmeg Board of Education lost an opportunity to control its own fate, and it violated the Freedom of Information Act along the way.

By statute, boards of education must have only two officers – a chairperson and a secretary. Conn.

Gen. Stat. § 10-218. Regional boards of education, by contrast, must have a chairperson, secretary and treasurer “and any other officer deemed necessary.” Conn. Gen. Stat. § 10-46(d).

Local boards of education, however, can create other board offices (such as that of vice-chairperson) and describe their duties by bylaw.

The statutes also specify that the remaining members of boards of education have the authority to fill vacancies that may arise “unless otherwise provided by charter or special act.”

Conn. Gen. Stat. § 10-219. The Nutmeg Board of Education discharged that duty by electing Nick Newbie.

However, the Board dropped the ball in its delay in electing a successor to Mr. Chairperson, thereby opening the door to Mayor Megillah’s action.

Conn. Gen. Stat. § 7-107 provides: “Except as otherwise provided by law, if any vacancy occurs on any town board or commission, and such board or commission has power by law to fill such vacancy but fails to do so within thirty days after it occurs, the board of selectmen or chief executive authority of such town may appoint a qualified person to fill such vacancy until the next municipal election.” While there is some room for argument over whether the vacancy in the chairperson office is a “vacancy . . . on any town board or commission,” Mayor Megillah has a good argument that by statute he had the right to fill the vacancy and name Mr. Chairperson’s successor after thirty days had elapsed.

This problem of a deadlock over the election of board officers would not arise with a regional board of education. The statutes expressly provide that a tie vote for the election of an officer for a regional board shall be “broke by lot.” Conn. Gen. Stat. § 1046. Also, when a vacancy on a regional board of education arises, the affected town must hold a town meeting to fill the vacancy within 30 days. Id.

As to the Freedom of Information Act, the Nutmeg Board of Education made two mistakes. First, there is no provision under the FOIA for a “secret ballot” election. Rather, the votes by each member of a public agency must be cast in public, and a record of those votes must be included in the minutes of the meeting. Moreover, the Board also violated the FOIA by voting for a successor chairperson after adding the item “Discussion of candidates for Board Chair” to the agenda, because that agenda item was limited to discussion. “Discussion and possible action” would have been the better formulation.

Finally, the Board did one thing right. Given that the executive session privilege extends to “discussion concerning the appointment . . . of a public officer,” the Board was free to discuss the candidacy of both Mal and Bob in executive session. Indeed, the Connecticut Supreme Court has confirmed that boards of education may discuss candidates for appointment to the board in executive session. However, as with employees, both Bob and Mal would have the right to require that the discussion as to them be held in open session.

The Ninth Edition – Now Available!

A Practical Guide to Connecticut School Law

by Thomas B. Mooney, Esq. Shipman & Goodwin

CABE is delighted to announce that the Ninth Edition of Tom Mooney’s Practical Guide to Connecticut School Law is now available.

PRICING: CABE Members: $54.99; CABE Non-Members: $79.99; Students: $44.99 There have been many changes in school law in the last few years, and the Ninth Edition has been extensively revised to provide updated guidance on the legal issues that govern our schools. Changes include descriptions and commentary on:

• Changes in teacher evaluation and teacher tenure.

• New rules regarding employee background checks.

• New requirements concerning student data privacy.

• New rules for suspension, expulsion and alternative educational opportunities.

• Revised requirements governing seclusion and restraint.

• The new “Every Student Succeeds Act” and how it has changed “No Child Left Behind Act” requirements.

• The CCJEF case and ongoing litigation over equal educational opportunities.

• The Minimum Budget Requirement and new duties to collaborate with town officials.

• A host of other changes in the rules that boards of education and school administrators must follow.

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The Journal – Connecticut Association of Boards of Education | April 2018

The Journal – Connecticut Association of Boards of Education | April 2018

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Position Statement on School Safety On Thursday, February 22, CABE, CAPSS and the Connecticut Education Association (CEA) held a press conference at East Hartford High School on school safety. Below is the Position Statement released by CABE, CAPSS and CEA. “As leaders and educators in CT, where a heart-breaking and tragic school shooting took place at Sandy Hook in 2012, we feel that we have a special obligation to raise our voices

in the aftermath of yet another school shooting, this time in Florida, and say, this is wrong. It is wrong that a disturbed individual should be able to acquire the means to destroy so many lives and impact a community for generations to come. It is wrong that so many disturbed individuals do not receive the treatment that they need. School safety and mental health should not be secondary concerns in any society. The idea that Americans

CABE Executive Director Robert Rader speaks on school safety at the February 22 press conference held at East Hartford High School.

CABE Deputy Director and General Counsel speaks on school safety at the February 22 press conference held at East Hartford High School.

can send their children to school every day and not be totally confident that they will come home again is unconscionable. The fact that our teachers and school staff must worry about their safety is ludicrous.

While we mourn the lives lost and potential of so many young people not realized, we must take action to ensure that no other community experiences such horror.

Please join us in calling upon our leaders in Washington, and across the country, to take action to end what has become an epidemic of senseless violence in our nation, and to support the principles set forth below.

First, we need sensible gun laws at the federal level and across the country that appropriately safeguard public safety. In the wake of Connecticut’s own tragedy at Sandy Hook, we took action to expand the state’s ban on assault weapons and banned large-capacity magazines such as the ones used in Florida.

However, state lines are porous, and statutes such as Connecticut’s only go so far. We must also ensure that mandatory background checks for individuals seeking to purchase guns keep weapons out of the hands of those who pose a danger to our

communities We must invest in the security of our schools. While we don’t want to turn our education settings into imposing fortresses, we have a responsibility to our students and staff to ensure that they can feel safe and secure as they devote themselves to the studies that will prepare them for adulthood. Connecticut has led this effort and continues to make funding school security infrastructure a priority despite the state’s fiscal situation.

Finally, we need to operate more effectively as a Connecticut community and as a nation to identify individuals at risk of committing acts of violence such as these and ensure they have access to and receive the services and interventions necessary to avert the outcomes that we mourn today. In many cases, these individuals have raised flags prior to acting. We need to fund the mental health and counseling services that allow individuals to address the traumas they may be experiencing and resolve them in a healthy manner and not through acts of unthinkable horror such as Sandy Hook and most recently, Parkland, Florida.”

CABE AT WORK FOR YOU AT THE LEGISLATURE

Old Saybrook Superintendent Jan Perruccio and Region 4 Superintendent Ruth Levy discussed the challenges and success with regionalism and shared services with the Planning and Development Committee on February 27.

CABE President Bob Mitchell (Montville) testified before the Appropriations Committee on the Governor’s budget February 22.

Essex Board Chair Lon Seidman testifies on behalf of CABE on regional education in the Planning and Development Committee on March 19.

CABE State Relations Chair Jennifer Dayton (Greenwich) testified before the Education Committee on February 26 about TEAM cuts and ECS funding.

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The Journal – Connecticut Association of Boards of Education | April 2018

When Tragedies Strike Robert Rader

My brother and sister-in-law live in Parkland, Florida. Luckily, their children are long out of high school.

So, when I heard about the shootings in Parkland, where my brother’s legal partner is a commissioner, it felt very personal. The shootings in Sandy Hook came immediately to mind.

We learned a few lessons from that tragedy.

It is terrible that school shootings are now so rampant that we have an informal routine when they occur.

When I heard about Parkland, I called my counterpart in Florida, Florida School Boards Association (FSBA) Executive Director Andrea Messina. I offered any help we could provide and it was mostly advice that she needed.

The night of the Sandy Hook shooting, offers of help had poured into our Association. We heard from NSBA, other state associations and colleagues across the country. Patrice McCarthy provided information for Newtown’s school attorney, Berchem, Moses PC’s Floyd Dugas and NSBA legal experts. All kinds of aid was rushing in and Newtown wasn’t equipped to handle it.

So, when I spoke to Andrea, I told her that one of the most difficult issues would be people trying to help, but, in actuality, creating issues that would be hard to handle. I remember thousands more teddy bears sent to Newtown than the whole population of the community. Other donations also poured in, requiring warehousing

of the goods.

In addition, groups sent trucks full of cards on paper to be hung in classrooms. They were filled with wishes of support. The problem was that no fire marshal would permit them since they were fire hazards.

Everyone wanted to help and bring some solace for the children and parents in the community. They had beautiful intentions, but, they led to extra work for Newtown.

So, the first lesson is not to make things harder on those already faced with the need to deal with their grief and those around them. Try to figure out what the community needs.

In order not to make things harder, I explained to Andrea, when faced with the Newtown tragedy, we would leave messages for the Superintendent and Board Chair, offering help, but understanding that they were already under huge pressure, both logistically and emotionally. We did not want to annoy the district officials—just let them know we were available when they needed help.

There is little that a school boards association can offer in these difficult times. In the immediate aftermath of a tragedy, especially one like Newtown, first responders, grief counselors and others can help. What could CABE offer? Neither a policy nor a workshop would be of help.

We left the door open to helping and sure enough, an issue arose two months later on which we could provide help the Board. We were glad to do so!

One suggestion that I really liked

LEONARDO

Final thoughts

Executive Director, CABE

(continued from page 3) inventing, producing/performing/ presenting, responding, connecting, and imagining are being taught a process that encourages the growth of creativity. Through a comprehensive K-12 educational experience that incorporates an emphasis on the arts, students cultivate their creativity and develop into artistically literate citizens prepared with the critical skills needed to succeed in college, career, and civic life.”

I often read books on my iPad, but I was so glad to read this one in hardcover.

Isaacson provides pictures of just about every Leonardo painting and many other items he discusses. It made comparing Leonardo’s paintings and that of others easy and interesting.

While there will never be another Leonardo, nurturing students’ creativity may someday lead one of your students into the class of people that Isaacson writes about.

Now, wouldn’t that be something?!!

came from Ohio School Board Association (OSBA) Executive Director Rick Lewis in the aftermath of Sandy Hook.

He suggested that we send breakfast to teachers the first day back in the school. We did that with the help of AFT, the teachers’ union. We did it without publicity. We wanted it to just happen.

I also warned Andrea about the people who would claim that the Parkland shootings were a hoax. There really aren’t things more disgraceful than how hoaxers have claimed Sandy Hook was a “false flag operation” and that the parents were in on it. To be really disgusted, google Sandy Hook hoax.

One of the Florida Boards of Education responsible for Parkland asked us, through Andrea, if they could speak to members of the Newtown Board. Chair Michelle Embree Ku helped us provide phone numbers and contacts for those Newtown Board Members. Sometimes just talking to others who have gone through such a difficult situation can really help.

In the days after the Sandy Hook tragedy, there was much discussion about security, safety audits and the relationship between police and the schools. Patrice and Sheila McKay closely followed the task force and legislative initiatives in this area and Patrice provided much advice to local districts about how to, for example, ensure that there was coordination between the town or city and the schools if School Resource Officers are employed.

Working with the Connecticut Association of Public School Super-

intendents (CAPSS), the Connecticut Association of Schools (CAS) and the Connecticut State Department of Education (SDE), we held a large workshop on safety less than a month after Sandy Hook occurred. It was attended by over 800 school, town city and even State officials.

When Parkland occurred, we were in contact with CAPSS and CEA and we held a press conference around a statement authored mostly by CAPSS. The statement we rallied around is on page 7. We felt that it fairly and objectively stated concerns of much, if not all of the Connecticut educational community.

In addition, thanks to Patrice, again, CABE, together with the Massachusetts Association of School Committees (MASC), are urging NSBA to include in its resolution on School Safety and Crime Prevention support for sensible gun control.

We continue to get frequent calls from school districts and the media on safety and school security. Patrice and I have both spoken in other states on these issues.

We also worked with CAPSS’ Executive Director Fran Rabinowitz and Attorney Tom Mooney of Shipman & Goodman to provide Guidance (see page 6) for districts as the issues of student (and staff) walkouts arose.

No one has all the answers to stopping these terrible incidents. But, we are grateful that we might help others when they occur.

We hope that, someday, our actions in this area will no longer be seen as either necessary or “routine.”

Learning from Leonardo

At the end of the book, Isaacson wrote a terrific chapter called Learning from Leonardo. While each of the “lessons” rates at least a paragraph, here are some of the ideas: • Be curious, relentlessly curious.

• Let the perfect be the enemy of the good.

• Seek knowledge for its own sake.

• Avoid silos.

• Retain a childlike sense of wonder.

• Let your reach exceed your grasp.

• Observe.

• Indulge fantasy.

• See things unseen.

• Create for yourself, not just for [those

• Go down the rabbit hole.

paying the bills].

• Get distracted.

• Collaborate.

• Respect facts.

• Make lists.

• Procrastinate.

• Take notes on paper.

every two full-time college students.

z The U.S. has just one apprentice for every 40 full-time college students. This is based on NCES data that says we have 17,000,000 full-time college students and DOL data that measures the US having 450,000 apprentices.

z In Switzerland, 70 percent of teenagers participate in apprenticeships.

z In Germany and the United Kingdom, there is more than one apprentice for

z In the US, less than 5 percent of young people train as apprentices.

z In Germany, 60 percent of young people train as apprentices.

The Journal – Connecticut Association of Boards of Education | April 2018

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Letter to the Editor The article on “When Tragedy Strikes” (page 8) is really wonderfully said and speaks to the issues people don’t often think about. For me, it brings back memories.

I volunteered with the Newtown Volunteer Task Force for many months after the tragedy. We organized hundreds of people, those who were local as well as those who traveled over long distances with a hope of being able to help. Many of them were emotionally fragile, and almost all of them had no idea what help they could offer. But they were put to work, responding to

letters and emails, categorizing the offers to perform, memorials, comfort dogs and services, and reviewing donations to ensure the destination would fulfill donor intent.

Hundreds of volunteers and thousands of volunteer hours went into this operation. Everyone wanted to offer support in some way, and giving people the chance to volunteer in the community by answering phones and letters, or organizing the warehouse of school supplies, teddy bears, and bicycles was one way they could both help and be helped. I won’t ever forget

Pictured l to r – Facilitator Robert Rader, Executive Director, CABE; Dianna Wentzell, Commissioner, Connecticut State Department of Education; and Desi Nesmith, Chief Turnaround Officer, Connecticut State Department of Education presented information to Alliance District Board members and Superintendents at the Alliance District Roundtable on February 28.

ENGAGEMENT

(continued from page 1)

including attendance tracking, climate surveys, “perception surveys” and “randomized control trials”. All have their good points and their negative aspects. He spoke about the importance of getting good information through these various tools.

While space limitations prevents me from setting out all of his discussion of the “design considerations” for determining the measures to be used or how to create them, Dr. Rainville stated that it is very important to provide feedback to those who are being asked for information. He strongly encouraged asking those who take a survey or are part of a focus group to, once the results are known, help devise action steps. At the very least, districts should help those who provided data how the data was used.

Dr. Rainville also provided examples of best practices in other states on how to design an “ideal FACE measurement system.” There were sugges-

tions, such as partnering with organizations to provide community events at schools and developing a vision for measuring FACE in school districts.

How do you get the best information upon which to make decisions?

Getting the Best Data

The same week that the Foundation provided the Colloquium, representatives of the Northeast Regional Educational Laboratory (REL) paid a visit to the CABE Office. There are 10 RELs across the country, which “work in partnership with educators and policymakers to develop and use research that improves academic outcomes for students.”

The nationwide system has identified four education priorities: z Early childhood education and school readiness z College and career readiness z Teacher preparation and professional development for effective instruction z Educational equity for access and attainment The Northeast REL is chaired by

how touching it was to feel that overwhelming outpouring of support.

I also recall the inordinate number of teddy bears, the seven-ton memorial that the town could not accept, but was delivered anyway, and the emails from people who were upset that their offer had not been personally answered or acknowledged (despite all efforts to the contrary, some slipped through the cracks).

Even now, knowing the chaos that happens in the days after tragedy, here in Newtown, we all just want to reach out and help Parkland, let them

know we understand what they are going through. We also know that they are just overwhelmed right now. Like CABE did for us, we will be available over the coming months and years and will fill in when we can. It is a long road and there will be plenty of time to offer support.

I appreciate CABE providing this information. It hits home.

Michelle Embree Ku Board Chair, Newtown Board of Education

More than 30 Alliance District Board members and Superintendents participated in the Alliance District Roundtable on February 28.

Commissioner of Education Dianna Wentzell and its REL’s “leadership topic area” is English Learner (EL) students. This is a critically important issue to Connecticut and other states in the Northeast. The REL is working in several Connecticut districts on this issue.

I serve on the Governing Board of this REL, along other Connecticut leaders including Commissioner of Education Dianna Wentzell; SDE Chief Operating Officer Charlene Russell Tucker (designee); former Interim Commissioner and CES Early Childhood Consultant George Coleman; CAS Assistant Executive Director Marie Glowski; and CREC Director of Student Services Deborah Richards.

One of the key points made in our discussion was how easy (and at no cost) research can be provided to school districts by the REL. One way in which information can be accessed is through Ask a REL Reference Desk Service. Within approximately two weeks, your question will be answered

with applicable research on the subject. The REL does not make recommendations and the research will be nonpartisan.

Here are just a few questions that have been asked of the Reference Desk

by Connecticut school districts, SDE and CABE: z What does the research say about school expulsion and juvenile justice intersection? z What does the research say about students’ skill development in the area of responsibility? z What is the research evidence on local school board diversity? z What does the research say about the relationship between school climate and social and emotional learning (SEL)? z What does research reveal about later school start times for high schools?

To learn more about the Northeast REL and how it might provide information on many different subjects for your district, go to ies.ed.gov/ncee/edlabs/

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The Journal – Connecticut Association of Boards of Education | April 2018

The Media Message

by Gabbie Chartier, Baldwin Media Marketing, LLC

How Social Media is Fueling the Fire Tensions in our schools are running high and safety and security are the upmost importance. With school community members on high alert, it is important to recognize the role social media plays in potentially fueling the fire.

The majority of the crisis calls we get from districts have to do with a situation that either started or worsened on social media. There is no fact checking or vetting on what is posted online, so rumors often spread. A small situation that your district has under control can turn into a full blown media circus if social media gets ahold of it.

How, as a Board, can you prevent this from happening? How can Board members and Superintendents be better prepared for these events?

The answer is simple: fast, efficient and open communication Superintendents and principals

should be in constant communication with their school community.

As a Board, you must hold them accountable in this regard. If a potentially charged incident at one of the schools takes place, students and parents should be notified as quickly as possible. Rumors on social media begin swirling around when students and parents do not have all the facts.

To the extent you can, give them the information before they can speculate and it will lessen the online gossip.

Encourage superintendents and/ or principals to put his or her contact information on any memo that is sent to parents and students should they want to discuss further.

Additionally, appoint someone to monitor social media chatter. This is a great way to stop a potential crisis from growing. If parents are spreading inaccurate information

online, this provides the opportunity to be proactive and directly engage with parents to quell rumors.

However, crises can emerge regardless of preventative measures.

CABE member districts can call Baldwin Media if a crisis arises. In the past, we have called news stations and, due to our relationship with the media, have had them reconsider a story as reporters were on their way to a school. We also have been effective in setting up press conferences in districts to allow accurate information to be shared. You can reach Baldwin Media at 860-408-1580.

Do not underestimate the power of social media. As a Board, encourage your school community to practice fast, efficient and open communication to help put social media rumors to bed.

Former Interim Commissioner of Education George Coleman facilitated a meeting of the Big 5 City Districts on February 21.

The Brooklyn Board of Education participated in Lighthouse training, learning about the conditions and beliefs that affect student achievement.

The Journal – Connecticut Association of Boards of Education | April 2018

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The Journal – Connecticut Association of Boards of Education | April 2018

The Policy Corner Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

School Resource Officers-Policy Direction The frequency of mass shootings in schools has increased attention by school districts to consider the placement of school resource officers (SROs) in district schools. Such placement would be one means of increasing school security to protect students and staff. Many school districts have utilized school resource officers in their schools previously to enhance school security and student safety.

Current financial issues may have caused some districts to curtail their use. However, due to recent tragic events, many districts are again considering the placement of police personnel in schools.

There are some specific requirements that boards of education must consider and fulfill when determining the placement of SROs in its schools.

P.A. 15-168, “An Act Concerning Collaboration between Boards of Education and School Resource Officers and the Collection and Reporting of Data on School-Based Arrests,” pertains to this topic. This legislation originally defined a “school resource officer” as a sworn police officer of a local law enforcement agency or a sworn officer of the Division of State Police within the Department of Emergency Services and Public Protection who has been assigned to a school pursuant to an agreement between the board of education and the chief of police of a local law enforcement agency or the commanding officer of the Division of State Police.

However, this definition has been amended by legislative action. A school resource officer is currently defined as a sworn police officer of a local law enforcement agency.

This legislation requires a school board that assigns a sworn police officer to a school (i.e., school resource officer) to enter into a memorandum of understanding (MOU) with the local police department that defines the officer’s role and responsibilities.

The Memorandum of Understanding School boards that assign a sworn police officer to a school utilize the MOU with the local police department to define the officer’s role and responsibilities. The MOU needs to address daily interactions among students, school personnel, and police officers.

In addition, the amended legislation requires the inclusion of a graduated response model for student discipline.

A memorandum of understanding between the Board of Education and the police department allows for clear communications of each party’s expectations and responsibilities. It confirms and solidifies the terms of any verbal agreement.

school-related state laws.

The specific duties of the SROs should be included in the MOU. It is helpful to have these duties explicitly laid out in the agreement. Examples of such duties include SRO responsibilities with investigating criminal activity, interviewing students, conducting searches, counseling and educating students on law related matters such

“ There are some specific requirements that boards of education must consider and fulfill when determining the placement of SROs in its schools.”

The MOU clearly specifies the role of the SRO. That role includes, but is not limited to, the following: • Acting swiftly and cooperatively when responding to major disruptions and flagrant criminal offenses at the school; • Acting as a safety expert, help in the development of security and safety plans for schools; • Investigating potential criminal acts; • Securing buildings by operating metal detectors and/or other safety equipment; • Providing assistance to school personnel in addressing student violence, drug and alcohol use and abuse, sexual assault, truancy and bullying issues; • Educating students and faculty on safety measures and crime prevention, safe driving, and other issues; and • Acting as a liaison between the police department and administration.

The MOU can include the knowledge the Board of Education believes is needed by the SROs. Such knowledge includes, but is not limited to, district and school safety and security plans, the confidentiality of student records, search and seizure standards on school campus, state and federal laws relating to special education students, child abuse reporting, school discipline procedures, board of education policies and regulations, and truancy and other

as the use of drugs and alcohol, and issues pertaining to school security and student safety.

The MOU can contain information pertaining to the number of SROs working in the district and the schools to which they are assigned. The manner of how the SRO’s time will be structured can also be included in the MOU. Will the SRO be full- or parttime? Will there be shifts at designated schools? Will the police department be able to call in the SRO for general police duties in light of staffing issues or an off-campus emergency? How will the district be notified?

In writing the MOU it is important to make sure that the SRO remains an employee of the police department.

Police department insurance covers specific liabilities and police officers have certain immunities under the law.

The SRO has bargaining unit protections as part of the police department.

However, the MOU must specify structure of supervision while the police officer is in the school setting.

Other items to be considered for inclusion in the MOU include the following: 1. Salary/fee structure.

2. Selection process for a school SRO. 3. Desired qualifications of the potential SRO. 4. Training to be provided by the police department to the SRO. 5. That the SRO should be on a safety or school climate committee.

6. Clarification of issues pertaining to search and seizure.

7. Access to student records under the “school official” exception.

8. Chain of command issues: a. Specify the SRO’s direct supervisor. b. The chain of command at the school. c. Who may provide direction to or oversight of the SRO while at school. d. Meetings, including frequency, between the SRO and school administrators.

9. Personnel issues: a. Will school administration contribute to the SRO’s police department evaluation? b. Steps to be taken in the event of a personnel issue or performance problem with the assigned SRO.

Graduated Response Model

The Juvenile Justice Advisory Committee, which advises the Governor and the Office of Policy and Management on juvenile justice and delinquency prevention, previously developed a model MOU for use between school districts and police departments. The graduated response model in its MOU contains guidelines on classroom intervention; school administrative intervention, assessment, and service provision; and law enforcement intervention.

Policy Implications

Policy #5142.4, “School Resource Officer,” and its accompanying administrative regulation and appendices pertain to this topic. This policy contains information pertaining to the goals of instituting the SRO program and the duties to be fulfilled. In addition, samples of a “Memorandum of Understanding” are also available upon request from CABE’s Policy Department.

Upcoming Professional Development Opportunity April 7-9, 2018 NSBA Annual Conference San Antonio, Texas

The Journal – Connecticut Association of Boards of Education | April 2018

13

ANTARCTICA

(continued from page 1)

about the world and how we would use our expedition experiences in the classroom. I had already received a local grant to acquire Google Cardboard Virtual Reality technology, so I knew I would have tools to truly immerse my students in the experience.

Patrice: What were some of your memorable experiences from the trip?

Sarah: The three teachers on my expedition had the opportunity to lead the ship’s debriefing one evening as we sailed through the Drake Passage. The passengers on our ship ranged in age from 10 to the 80s. It was an exciting opportunity to engage a diverse audience of learners in conversation and reflection about how to tell a story using photographs. As we do in our classrooms, we used the inquiry model to prompt participant questions, and the passengers had so much to share.

Patrice: What are some of the greatest benefits to your students from this experience?

Sarah: Each year, 35 educators from across North America are selected to travel to remote parts of the globe as National Geographic Grosvenor Teacher Fellows. Thanks to this incredible professional learning experience, I have developed a broad professional network of colleagues. These partnerships will last throughout my career and will help me strengthen the curriculum in classrooms across my entire district, since I serve as Portland’s PreK-12 Social Studies Curriculum Specialist. In addition, I had the opportunity to bring awareness to my students and school community about a part of the world that very few people have the privilege to see first-hand.

Patrice: What support did you have from your school district?

Sarah: I feel extremely lucky to work for the Portland Public Schools.

Throughout the entire experience, I have had incredible support from Superintendent Philip O’Reilly, Principal Scott Giegerich, First Selectwoman Susan Bransfield, and the Board of Education. They shared my enthusiasm and excitement about this opportunity to represent Portland on a national level and made it possible for me to fulfill the travel requirements of the program during the school year.

Patrice: What message do you have for Board of Education members?

Sarah: Board of Education members play a key role in encouraging teachers to reach beyond their schools and communities. Supporting professional development opportunities – including ones like this that have

Portland Middle School Teacher and PreK-12 Social Studies Curriculum Specialist Sarah Harris observing colonies of chinstrap and gentoo penguins on Barrientos Island in the South Shetland Islands. minimal fiscal impact on the school district – is critical. Effective teachers need opportunities to learn from and collaborate with other educators with different experiences and expertise.

Patrice: On our expedition, the crew, naturalists and photographers from National Geographic were absolutely incredible, and made every moment of the trip an educational experience. Did you find this on your journey?

Sarah: Absolutely. The excitement of the professionals on board was contagious. They have a passion for what they do, just like teachers. I was also fascinated by the “open bridge” policy.

I had many opportunities to sit on the bridge, observe the captain in action, and ask questions about what was happening. I recorded several of these sessions and have been able to share with my students the unique experience of observing the crew maneuver an ice ship in Antarctic waters.

Patrice: What did you find most surprising during this journey?

Sarah: The smells of Antarctica!

One can’t imagine the smells created by thousands of penguins living in close proximity. It’s a challenge to think about how we bring these sensory experiences back to our students.

Patrice: As an educator, how will you continue to use this experience to benefit our students?

Sarah: This was truly a once in-alifetime professional learning experience, and, although my expedition is

over, my work has really just begun.

From the beginning, I told my students that this was “our” expedition.

I’m looking forward to continuing to develop ways to bring this experience to my school, town, and state communities through immersive virtual reality technology, opportunities for discussion about the human impact on Antarctica, and ongoing inquiry-focused curriculum work surrounding this fragile – and often overlooked – ecosystem.

Background

Before their voyages, the Fellows traveled to National Geographic Society headquarters in Washington, D.C., where they participated in hands-on, pre-expedition workshops covering photography and outreach

Check them out!

planning and had the opportunity to network with Lindblad Expeditions naturalists and past Fellows.

The National Geographic Society aims to further global understanding and support educators, like the Grosvenor Teacher Fellows. “These are outstanding educators who are committed to improving geographic education and ensuring that tomorrow’s leaders are responsible stewards of our ocean and our planet. We are honored to share with them some of the world’s remotest and most pristine places to help fuel their passion to share knowledge, and the world, with their students,” stated Sven Lindblad, CEO and founder of Lindblad Expeditions.

This marks the 11th year of the Grosvenor Teacher Fellow Program.

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The Journal – Connecticut Association of Boards of Education | April 2018

CABE: Working for YOU

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

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

z Facilitated Board self-evaluation for

the Suffield Board of Education. z Provided Roles and Responsibilities workshops for the Killingly and Region #8 Boards of Education. z Provided 45 requests for policy information to 28 districts, one police department and the State Department of Education on 39 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 included social media use, curriculum development, graduation requirements, use of Narcan, and physical exercise. z Provided the first session of CABE Leadership Institute. z Planned and implemented successful School Start Times Hot Topic session. z Provided School Board and District 101 Workshop – Roles, Budgets, and Legal Issues - and Q and A with the Branford Board of Education and members of the Branford Community. z Provided a workshop for the Ansonia Board of Education. z Presented at the Pullman & Comley School Law Seminar regarding the new State Board adopted standards for education of expelled students, and served on a panel discussing school security and student demonstrations and protests. z Legal topics of particular interest: • Requiring school visitors to sign confidentiality agreements to protect student records.

• Local police department security assessments and collaboration on security planning.

• Police department access to video tapes in the context of school security involving threats and incidents in schools.

• Legal and practical considerations for handling student walk-outs and demonstrations that are likely to disrupt the school day.

• Requiring pre-employment medi-

cal screening, is it permissible?

• Interpreting the next generation accountability data in year 3.

• Th e School Board-School Governance Council relationship.

B y helping school boards to increase student achievement:

z Provided Lighthouse training for the

Brooklyn Board of Education.

z Sent via email listserv two issues of

“Policy Highlights” covering topics that affect student achievement. This included physical education, sexual health education, teaching controversial content, and military recruiters access to students under ESSA. z Attended Cheshire Board of Education meeting regarding designing, adopting, and implementing curriculum.

B y promoting public education:

z Participated in the CABE Alliance

Districts Roundtable . z Participated in the CABE Big 5 Cities Districts Roundtable. z Participated in the Pullman & Comley School Law Seminar. z Participated in the CABE Board of Directors Retreat. z Participated in the CABE Hot Topics meeting on School Start times.

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

z Prepared materials as part of the

Custom Policy Service, for Ansonia, Enfield, New Canaan, Norwalk, and Plymouth Boards of Education. z Contributed content to education law blogs: education of expelled students, school security plans, and student demonstrations and “walk-outs.”

B y providing services to meet member needs:

z Prepared materials as part of the

Custom Update Service, for East Hampton, Marlborough, New Fairfield, New Hartford, Newington, North Stonington, Sterling, West Haven and Union Boards of Education. z Completed the audit of the policy manual of the Region #1 Public Schools, currently in the process of auditing the manual of the Salisbury

Public Schools. Agreed to do an audit of the Cornwall and East Haven Public Schools. z Conducted CABE Annual Day on the Hill. z Responded to 49 requests from 31 districts, one police department, OLR and OFA, and the State Department of Education on 39 topics. z Provided memoranda for districts on: • L egal considerations for drafting policies and administrative regulations for visits to school facilities which school is in session, including, school security/safety plans and protocols, student records privacy (FERPA), evaluation of students with disabilities, and law and contract provisions regarding teacher observation and evaluations.

•A comprehensive analysis of Connecticut case law concluding that term limits for local elected offices, adopted via charter or ordinance including boards of education, are highly unlikely to survive a legal challenge.

B y helping districts operate efficiently and conserve resources:

z Provided a webinar on Internet

security.

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

z Participated in meeting of the Con-

necticut Commission for Educational Technology. z Participated in CABE Area 2 Legislative Breakfast. z Met with numerous legislators to discuss CABE legislative issues. z Met with editorial boards at The Day and The Hartford Courant to discuss CABE legislative issues. z Provided legislative update to the CREC and ACES Councils. z Attended Connecticut Coalition for Justice in Education Funding (CCJEF) annual meeting. z Participated in press conference on school safety, mental health and gun control with CAPSS and CEA. z Presented testimony to Appropriations and Education Committees on the need for stability of education funding. z Represented CABE on Special Education Funding Task Force. z Attended annual meeting of the Connecticut Society of Association Executives (CSAE). z Filed an Amicus Brief in Connecticut Appellate Court, in support of the New Milford Board of Education, requesting the court vacate (overrule) a grievance arbitration decision that nullified a binding arbitration award in favor of the district regarding the impact of changes to the school day.

Show Off Your Students!

The CABE/CAPSS Convention Committee wants to showcase your students at the 2018 CABE/CAPSS Convention!

The Committee is looking for a variety of diverse and talented student performing groups to kick off the morning General Sessions on Friday and Saturday!

Consider entering a vocal or instrumental group or a theater group to perform an excerpt of a school production. The Committee is also looking for additional talented and diverse students to display their talents on the Friday of the Convention. Think about entering artists, science students, robotics teams, etc.

To have your students considered you must complete the entry form which was mailed to board chairs and superintendents and can also be found online at https://www.cabe.org/uploaded/Convention/2018/Showcase_your_Talented_Students_flyer_2018.pdf Be certain to include a portfolio or video of student work. The deadline for entries is May 18, 2018. For more information contact Lisa Steimer at 860-571-7446 or lsteimer@cabe.org.

The Journal – Connecticut Association of Boards of Education | April 2018

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CABE’S DAY ON THE HILL

CABE First Vice President and Diversity Committee Chair Donald Harris (Bloomfield) updates Day on the Hill participants on the work of the Diversity Committee.

Representative Andy Fleischmann, Education Co-Chair, talks to participants.

Representative Gail Lavielle, Ranking Member of the Education Committee, talks with participants.

Those who braved the cold wind and marched to the State Capitol.

CABE President Robert Mitchell (Montville) introduces Representative Andy Fleischmann.

CABE Deputy Director and General Counsel Patrice McCarthy outlining CABE Day on the Hill events for participants.

CABE Executive Director Bob Rader welcomes Day on the Hill participants.

Representatives from Cheshire Jeffrey Solan (Superintendent), Mary Gadd (Principal) and student Jordan Nann attend CABE’s Day on the Hill.

Representatives from Waterbury Liz Brown (Board Chair); Board members Ann Sweeney, Charles Stango, and Juantia Hernandez; teachers Nick Dalidowitz and Lauren Franks; Craig Proulter (School Counselor); Maritza Santiago (Paraprofessional); and students Hannah Rosario, Jordan Santos, Sarabelle Vilfort, Laiba Moughal, Noah Anthony, Langstun Racine, Marquise Blagmon, and Alexa Hinton participate in CABE’s Day on the Hill.

Representatives from Granby Alan Addley (Superintendent), and students Maddie Attianese, Sarah Cusano, and Lindsay Gilton attend CABE’s Day on the Hill.

Representatives from Branford Christopher Stonier (teacher), John Prins (Board member), and students Alayna Boileau, Sophia Coppola, Shae Lepre, Sean McCarthy, Bella Santos, and Gabriel Villa attend CABE’s Day on the Hill.

CABE Executive Director Robert Rader discusses CABE’s legislative priorities with NBC-CT.

Representatives of Plainville Maureen Brummett (Superintendent), Andrea Saunders (Board Chair), Becky Tyrrell (Board Member), and students Tyler Berry and Crystal St. Lawrence participate in CABE’s Day on the Hill.

CABE Deputy Director and General Counsel Patrice McCarthy and Sr. Staff Associate for Government Relations give an overview of legislative issues to Day on the Hill participants.

Commissioner of Education Dianna Wentzell and CABE Executive Director Robert Rader join the Governor at his press conference where he spoke out against arming teachers with guns. Supporting the Governor’s position, but not pictured are Senator Richard Blumenthal, CAPSS Executive Director Fran Rabinowitz and CAS Executive Director Karissa Niehoff.

Students are interviewed by WFSB-TV following the Governor’s Press Conference where he spoke out against arming teachers with guns.

Students from Granby Public Schools share their thoughts on education issues with NBC-CT.

Representatives from Region 8 Patricia Law (Superintendent), teachers Candy Buebendorf and Pete Joseph, and students Taylor Brysgel, Nicole Catarino, Izzy Goode, Kate Grabowski, Caitlyn Leahy, Daniel O'Leahy, Daniel O'Connor, Grace Webb, and Allie Welch participate in CABE’s Day on the Hill.

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The Journal – Connecticut Association of Boards of Education | April 2018