CABE Journal - July/August 2018

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www.cabe.org

Vol. 22, No. 7

July/August, 2018

Issues Before the Connecticut State Board of Education

Brackett to Be Friday Morning General Session Convention Speaker Lisa Steimer

Sheila McKay

Sr. Staff Associate for Professional Development and Communications, CABE

The CABE/ CAPSS Convention Committee is happy to announce that Marc Brackett, Ph.D., founding director of the Yale Center for Emotional Intelligence and Dr. Marc Brackett Professor in the Child Study Center at Yale University, will be the Friday morning General Session speaker at the 2018 CABE/ CAPSS Convention.

His grant-funded research focuses on: (1) the role of emotions and emotional intelligence in learning, decision making, relationship quality, and mental health; (2) the measurement of emotional intelligence; (3) best practices for teaching emotional intelligence; and (3) the influences of emotional intelligence training on children’s and adults’ effectiveness, health, creativity, and both school and workplace climate.

Marc has published 125 scholarly articles and has received numerous awards, including the Joseph E. Zins Award for his research on social and emotional learning and an honorary doctorate from Manhattanville See BRACKETT page 9

Sr. Staff Associate for Government Relations, CABE

Staying cool during the dog days of summer.

Helping Students Exposed to Trauma Thrive in School Diana L. Perry

PsyD, CBITS Project Coordinator, Child and Health Development Institute (CHDI)

A trauma-informed system is one in which all staff recognize and respond to the range of cognitive, behavioral, and emotional effects of trauma experienced by students. For example, staff recognize that students experiencing abuse, violence, and other forms of trauma may experience post-traumatic stress disorder (PTSD), difficulty forming and maintaining healthy relationships, the development of other emotional or behavioral difficulties.

Trauma-informed schools are aware of the links between trauma exposure, behavioral health, and academic functioning, and in doing so they focus efforts on improving staff capacity to identify and respond

to children who have been exposed to trauma. In turn, schools transform practices in order to minimize the potential long-term implications of trauma by taking into account how neurological adaptations can affect the way the mind and body develops and the way they function in school.

One way that Connecticut has increased access to trauma-informed services is by bringing Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Bounce Back!

(BB) groups into schools throughout the state.

Trauma is an Unfortunately Typical Experience for Children

A startling number of students report exposure to trauma, yet do not often have access to supports that assist with building resilience. Nationally, survey results indicate that nearly two in five children report witnessing violence and half report experiencing

The Connecticut State Student Advisory Council presented issues for discussion at the June State Board of Education meeting. The issues were: • “Summer Slide”; • Careers in education; and • Connecticut’s breakfast program The students presented potential solutions as well, in hopes that their work will lead to statewide change.

In discussing careers in education, students were briefed by Sarah Barzee, Chief Talent Officer at the Connecticut State Department of Education (SDE).

The students surveyed their high school peers to gauge their potential for a career in education. On a scale of 1-5, with a five being most favorable, most students recorded a two.

The students also invited the Board to a statewide Town Hall on School Safety, which occurred on June 8th and is archived on CT Network (CT-N) at http://www.ctn.state.ct.us/.

The State Board also discussed on the adoption of Computer Science Teacher Association (CSTA) K12 2017 standards and the International Society for Technology Education (ISTE) 2016 standards included the efforts of the Connecticut Commission for Educational Technology to assist in the vetting of the standards with the educational community. While there have been standards at the international level for over 10 years this is new to Connecticut.

Much of the work the SDE staff and the Connecticut Computer Science Standards workgroup has done to assist schools has been in creating an implementation guidance docu-

See HELPING STUDENTS page 7

See ISSUES page 2

Student Creates Unified PE Course

Marketing Your School District for Success

Talented Student Showcase

Students Earn Certificates of Social Engagement

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The Journal – Connecticut Association of Boards of Education | July/August 2018 PRESIDENT COMMENTARY

Lead by Example for the Common Good Robert Mitchell President, CABE

Boards of education have a very important role in our society enhancing (and defending) the public schools that made America great. From the days of Horace Mann and his “Common Schools”, the idea was that the education of our population enhanced the Common Good – that society as a whole benefited from a well-educated populace.

We can all agree that the schools of 150 years ago met different needs than today’s schools. For example, schools today are certainly more inclusive (as well as meeting a far greater need), but our country’s well-being still depends on a workforce that can compete and prosper within the global economy. There are studies that equate the success of a community’s public schools directly to the economic success of that community.

What seems to have changed is that the Common Good seems to have been replaced by groups competing for resources and control - even if it comes at the expense of harming some in the process. Divisions, often along partisan lines, sometimes referred to as “tribalism”, have become more widespread. Today, groups that used to work together, regardless of ideology, refuse to compromise or build consensus. Winning is more important. The greatest victims of this are our children. Beyond that, however, I would argue, that everyone suffers when we lose sight of what our founders aspired to.

Most boards of education do well in avoiding this kind of conflict – but it does exist. In general, since boards deal on the local level, they are most likely to see first-hand the results of

ISSUES

(continued from page 1)

ment since the review of the CSTA standards are aligned with where Connecticut districts are moving. In an effort to delineate the difference between the Computer Science Teacher Association standards and the ISTE standards, staff remarked that the CSTA standards are used to learn to create technology and the ISTE standards are used to learn to use technology.

In a special meeting of the Board later in June, Path Academy had the opportunity to demonstrate compliance with all requirements for retention of its Charter. The Board gave the

whatever problem they are facing.

They don’t have the luxury of distance from a problem. It is in their neighborhoods or on their streets.

Most boards in Connecticut make decisions based on consensus and compromise. However, this does not necessarily happen elsewhere in society, and thing seem to be getting worse. Boards of education can be instrumental in bringing back a sense of belonging and civility to the Common Good.

What can boards do to change course and bring a common purpose back to our society?

• Lead by Example! Do your meetings focus on the work at hand? Do board members refrain from rude or disrespectful behavior? I like to see boards work towards consensus, but the fact is that many issues can be polarizing, and finding consensus is difficult. There is no reason, however, that boards can’t discuss these issues and find a solution without rancor. Does the board have meeting norms or ground rules? Does the chair work to keep all board members engaged and participating? Does your board have meeting norms or ground rules? Does the chair work to keep all board members engaged and participating?

• Don’t let others pull your board into outside conflicts. Even when the board is functioning well, sometimes there are other folks – other town agencies, special interest groups or community members who would love to embroil the board in their politics. Stay above it!

• Does your district have a Vision/ Mission or goals? Do you spend Charter additional time to provide further details. In early July, Path Academy decided to surrender its Charter.

Key issues in this decision were the

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 time working towards those goals?

Working towards a vision can help keep the board focused on its own role – which should include supporting the goals of the district.

When confronted with a problem – especially a contentious one, spend more time articulating and coming to agreement on what the actual problem is before looking to your administration for solutions. If the board isn’t in agreement on the problem, they most certainly won’t be able to agree on a solution.

Finally, does the board ever talk about the Common Good? I reiterate – lead by example!

Boards also have an important role in ensuring that future generations are better equipped to make informed decisions for their communities.

Does your vision for the future speak to creating citizens of tomorrow? As complicated as the world has become, we need people able to understand and contribute to the greater good.

Our curricula and instruction have to enforce the importance of our society and the complexities of living in a modern era. We need to teach children how to think, how to process information, especially because there is much of it out there meant to confuse and misinform. We need to connect the children in our charge with the importance of how they will interact with society and its future.

As a board, you can really focus your efforts to improve the lot of the Common Good. I encourage you to do so. school’s work outside the scope of the Charter and the number of enrolled students was called into question.

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 Co-Director, East Hartford Leonard Lockhart | Area 2 Co-Director, Windsor 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 | July/August 2018

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EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite PLATINUM MEMBER

Berchem Moses PC GOLD MEMBERS

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 Milliman, Inc. Milone & MacBroom, Inc. Duhl & Grello PC BRONZE PLUS MEMBERS Cohen & Wolf, P.C. Coordinated Transportation Solutions Friar Associates JCJ Architecture 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. Kainen, Escalera & McHale, P.C. The Lexington Group Perkins Eastman Solutions Employee Assistance Program Sources4Teachers Suisman Shapiro Attorneys at Law Zangari Cohn Cuthbertson

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 Interdistrict School for the Arts and Communications (ISAAC) LEARN Unified School District #1

Do You Know What a “Microagression” Is? Robert Rader

Executive Director, CABE

I attended three workshops provided by the Connecticut State Department of Education (SDE) on Examining Unconscious Bias in the Hiring and Selection Process, with priority participation given to Connecticut’s Alliance Districts. While the hiring process, especially as it relates to state and district goals to increase racial and ethnic diversity in our workforce is a critical issue, I received a real education (pun unintended) in understanding the obstacles faced by people of color and others.

As I wrote in the June CABE Journal, the idea of “white privilege” is central to understanding some of the challenges that nonwhite people have to deal with on a regular basis. In that editorial, I included part of a quiz that gives one a sense of what walking in the shoes of a person of color must feel like.

One need not agree with the concept of “white privilege”. However, understanding it and having empathy for those who are affected by this perception (some would say “fact”) helps open people to dealing with the history of and the current role race plays in our culture.

It also sets a vision of where we might go in the future.

Looking at the world through an equity lens enables us to see things we might otherwise miss.

In the third of the four workshop series, we discussed an additional way to look at how we speak to each other, giving offense sometimes without meaning to do so. Experts on cultural competence call these “microaggressions” and they can be used without the speaker even realizing it.

The impact on the recipient, not the intent of the speaker

According to one expert, microaggressions are: “brief and commonplace daily verbal, behavioral or environmental indignities, whether intentional or unintentional, which communicate hostile, derogatory, or negative slights, invalidations, and insults, to an individual or group because of their marginalized status in society”. For people of color, microaggressions are “constant, continual and cumulative.”

These microaggressions are not just aimed at people of color, nor are they all towards one particular group of people of color -- Chinese and African individuals don’t receive the same microaggressions but they can still be recipients. Women can also face microaggressions, people in different religions can be the target of microaggressions and so can those with disabilities.

Here are some examples of microaggressions. Again, there need be no deliberate intent to insult, but the microaggressions assume something that will put down the recipient.

• “Where are you from?” “You speak good English.” “Where were you born?”

All three of these provide the message that the recipient is not American.

• “You are a credit to your race.”

This sends the message to a person of color that he or she is part of a group (race) that is not up to a high standard.

• “When I look at you, I don’t see color.” “America is a melting pot.”

These messages deny a person of color’s racial or ethnic experiences.

• A white person clutching their purse or checking their wallet as a person of color walks by.

The message here is that the person of color may be a criminal.

• “I’m not racist—I have Black friends.”

This assumes that the speaker is immune to racism because he has friends of color.

• “As a woman, I know what you go through as a racial minority.”

The message is that a woman’s experiences and challenges are equal to that of a person of color.

• “Everyone can succeed in this society, if they work hard enough.”

The message are that people of color are lazy or incompetent and that they just need to work harder.

• Being ignored at a store counter as attention is given to a white customer.

The message is that the white person is a more valued customer than a person of color.

While I can readily understand that these statements or actions can be insulting, I would also argue that the context in which some of these words or actions are stated and the relationship between the people involved may affect how they are sent and received.

Be that as it may, however, greater sensitivity to how the recipient will take certain remarks is always helpful, especially in fraught situations.

As part of examining an area such as hiring processes through an equity lens, words really matter as they so often indicate leanings and biases that we may not have realized were ours.

Discussions of stories about race and racism also help sensitize a potential interviewer to his leanings. For example, there are many reasons that an interviewer may give a poor rating to a person due to the impact of our culture’s stories. Until recently, for

instance, few people of color were on television news unless the story had to do with a crime. Those watching might get to believe that there is a much greater chance of becoming a victim of crime when seeing a person of color.

These perceptions of other races “tell us a lot about what society considers meaningful and important.” At a time when the State and individual districts have recognized the great importance of hiring and retaining teachers and administrators of color, it is important to look beyond the stock stories about race with which many of us grew up—and counter them if they are biased and/or untrue.

Considerations for Board Members, Superintendents and District Selection Committees

So, how do we get beyond these influences as we try to diversify workforces? Here are some suggestions that emerged from the workshop: • Use hiring panels and ensure that they are diverse.

• Give candidates the chance to show their abilities.

• Post openings earlier and have simultaneous interviews with inside and outside candidates.

This was used very successfully in Boston’s Human Capital Initiative.

• Do more screening of candidates.

• Standardize the interview process.

• Make sure you engage with Historically Black Colleges and Universities for candidates.

• In some communities, it is helpful to ensure that there will be places for accepted candidates to live.

The hiring process has never been easy. But, with a true understanding of the challenges and open mind to new ideas, I believe that Connecticut can continue to make progress and reach the Connecticut State Board of Education’s goals of having “increased numbers of teachers and leaders of color” and “great teachers and leaders [who] collectively reflect the rich cultural diversity in Connecticut.”

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The Journal – Connecticut Association of Boards of Education | July/August 2018

Connecticut School Attorneys Hold Mid-Year Meeting Patrice McCarthy

Deputy Director and General Counsel, CABE

The Connecticut School Attorneys Council convened for their mid-year meeting in the Rovins Conference

Chris Seymour

Room at CABE in late June. The meeting could not have been more timely, with the legislative action to sustain the Governor’s veto of the Act Concerning Classroom Safety and Disruptive Behavior occurring

three days earlier, and the Janus U.S. Supreme Court decision being issued in the middle of the meeting.

Council President and CABE Sr. Staff Attorney Rebecca Adams led a discussion on collective bargaining

issues. Other topics included the use of school resource officers or other armed security, the implementation of the standards for educating expelled students, and funding disputes at the local level.

Student Creates Unified PE Course

Reporter, CABE

In order to help special education students keep fit and obtain skills they can use later in life, Lyman Hall High School (Wallingford) rising senior Meredith DeNegris has created a Unified physical education course that will roll out this fall.

The PE class — called “Unified Physical Education” — will include special ed students, as well as their mainstream (non-special ed) peers.

Mainstream students will be “helpers” during each class period.

“It is a specialized PE class based around special ed kids’ exercise skills and skill levels,” said Meredith, who developed the class for her Capstone project and worked with teachers at Lyman Hall to craft the curriculum.

“One of the big things is learning skills that they’ll use in the future,” she added. “One of the examples I always use is they may work in a grocery store in the future, so they should learn how to do a proper squat, so they can bend over and pick up a box … without hurting themselves.”

The course will also “help strengthen them [along] the way,” Meredith stated of the special ed kids. “My goal is just to allow them to get more exercise and strengthen themselves because that will help them

a lot in the future,” she said.

According to Meredith, each 85-minute class, which will take place every other school day because of block scheduling at Lyman Hall, will focus on a specific subject or game, such as basketball or ultimate Frisbee.

Each unit will last several weeks and will build upon the basic movements needed to play each sport or activity.

“We would start with a very basic motion,” Meredith explained, using basketball as an example. “Basketball has a lot of different components so we can start with, it doesn’t have to be a basketball, but some kind of ball, maybe a kickball that’s lighter, and practice bouncing it or passing,” said Meredith.

“So each class will build [off of that] so the final goal of that unit would be to actually be able to play basketball and each class would be breaking down those pieces into something that they can process easier,” said Meredith.

In recent years, Meredith has volunteered with the Wallingford Public Schools Power Play Program, which is a summer program for special education students.

That experience helped foster Meredith’s passion for working with special education students and has led her to want to become a special

Lyman Hall High School student, Meredith DeNegris education teacher.

The experience also led to the idea for her Capstone project. Meredith came up with the PE course when, during her recently completed junior year, she took a Capstone elective course, which “is basically a class where each student picks a problem they see in their community and they create a community service project around it to help solve that problem,” she detailed.

Meredith noted that special

ed students are currently placed in mainstream PE classes and they can sometimes struggle to keep up.

“There are things they aren’t able to do, so this course is really to focus on building muscle memory for them and things that they are going to be able to do in the future,” she said.

The class Meredith developed will be a full-year course for the special education students and a half-year elective for their mainstream peers.

Meredith estimated that the class would have about 10-12 special ed students. There will be a ratio of two non-special education student helpers to every one special education student.

Beyond her Capstone project, Meredith, an honor roll student who is the daughter of Kurt and Heather DeNegris, is a member of Lyman Hall’s indoor and outdoor track teams, field hockey team, Unified Sports team, and president of Best Buddies.

“Meredith is an exceptional young lady with incredible passion and commitment in the area of special education,” said Wallingford Superintendent Salvatore Menzo.

‘Her work on developing the Unified PE course has been exceptional. I am proud that she chose this for her Capstone experience. Meredith is truly an inspiration for other students in our district and state.”

CABE COLLECTIVE BARGAINING WORKSHOP

Patrice McCarthy, CABE Deputy Director and General Counsel, welcomed participants to the Collective Bargaining program.

Attorney Stephen Sedor, Pullman & Comely, presented on trends in contract settlements.

Rebecca Adams, CABE Sr. Staff Attorney, presented on past practice – what it is and what can you do about it?

A full house attended the June 12 Collective Bargaining program.

Left to right, Superintendent Joseph Macary, Vernon and Michael Purcaro, Town Administrator, Vernon and Board Member, Ellington presented strategies for those few who abuse sick leave including policies, regulations, guidelines and incentives.

Attorney Jessica Richman Smith, Shipman & Goodwin, presented on current topics affecting negotiations and recent developments in interest and grievance arbitration.

The Journal – Connecticut Association of Boards of Education | July/August 2018

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See You in Court – The Nutmeg Board of Education

Was It an Illegal Meeting to Discuss the Janus Decision?

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.

Bob Bombast was watching “Fox News” on June 27 when the scroll at the bottom of the screen caught his eye. “Supreme Court strikes down agency fees; deals big blow to public sector unions!!”

Though Bob had chaired the Personnel Committee for the Nutmeg Board of Education for many years, he had no idea that the various Board employees did not have to be union members, and he had never heard about agency fees. But being intellectually curious, Bob found the Court’s opinion in Janus v. AFSCME online, read the syllabus and some of the press coverage, and decided to share this news with the Personnel Committee.

Bob emailed Penny Pincher and Mal Content, the other members of the Personnel Committee, with a copy to Mr. Superintendent and the other Board members. In the email, Bob described the Court’s decision, and he informed everyone that he was calling a meeting of the Personnel Committee for the following Thursday to review the implications of the decision for the Nutmeg Public Schools.

Mr. Chairperson promptly responded to Bob that he would like to attend the Committee meeting as well, because he too is interested in learning more about the Janus decision. Indeed, within twenty-four hours all of the Board members had informed Bob that they would also be attending the next meeting of the Personnel Committee. Bob, who never shied away from the limelight, grandly thanked the Board members for their interest and promised them an enlightening evening. Bob was so pleased with the response to the announced Personnel Committee meeting that he even invited local reporter Nancy Newshound of the Nutmeg Bugle to the meeting.

Given that Personnel Committee members usually met alone, Bob Bombast beamed as he looked out at the full room, with the other Board members and Nancy Newshound sitting in the front row. Bob opened the meeting by describing the Court’s decision, which holds that compulsory agency fees for non-members violate the free speech rights of those employees, and Bob recommended that the Personnel Committee notify all Board employees of this new ruling. After a brief discussion among the Committee members, Bob opened the meeting up to public discussion. First to raise his hand was Mr. Chairperson, whom Bob promptly

recognized.

“I don’t know why we would have to tell everyone about the decision,” Mr. Chairperson asked rhetorically, “since it only affects agency fee payers.” But before Bob could respond, Nancy Newshound piped up.

“I think that this is an illegal meeting!” Nancy announced. “The meeting is posted as a Personnel Committee meeting, but all the members of the Board are here tonight. This is an unposted and illegal meeting of the Nutmeg Board of Education!”

“That’s what I get for inviting you, Nancy?” Bob snapped back. “This is my meeting, a public meeting of the Personnel Committee, and if the other members of the Board want to attend, that is their right!”

Who’s correct here, Bob or Nancy?

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Surprise! Bob Bombast is actually correct this time. Nancy is relying on the general rule – a meeting under the FOIA occurs whenever a quorum of a public agency assembles or convenes. Conn.

Gen. Stat. § 1-200(2). Without more, Nancy would have been right. Though the meeting was posted as a meeting of the Personnel Committee, a quorum of the entire Nutmeg Board of Education was present discussing Board business.

So how can Bob have been correct?

Bob was correct here because there is more to Conn. Gen. Stat. § 1-200(2), quoted above. The statutory definition of “meeting” also provides that a quorum of the members of one public agency can attend a posted meeting of another public agency without being deemed to be holding a meeting themselves. For example, a quorum of the Nutmeg Board of Education can attend a meeting of the Nutmeg Board of Finance (if it would ever want to) without having to post its own meeting. Similarly, here the meeting of the Personnel Committee was posted, and thus a quorum of the Nutmeg Board of Education could attend the meeting without having to post a separate meeting.

That said, boards of education and their committees must be careful. Specifically, it is important that the meeting be conducted as posted and that another public agency not take over the meeting.

In this example, it would be important for Bob to maintain the meeting as a meeting of the Personnel Committee, and he should not give special speaking or other privileges to the Board members who attended his meeting. Had all the Board members sat at the table and participated equally in the discussion, Nancy would have been correct in her claim that the meeting had morphed into an unposted and thus illegal meeting of the Board of Education.

Bob called the meeting of the Per-

sonnel Committee to discuss the decision of the United Supreme Court in late June in Janus v. AFSCME. Over 40 years ago, the Court held that public sector non-union members could be required to pay an agency fee for the proportional cost of collective bargaining, contract administration, and grievance adjustment, union services that benefit all members of the bargaining unit.

However, on June 27, 2018, a fivefour majority of the Court overruled that precedent, holding in Janus that mandatory agency fees violate the First Amendment rights of the affected public employees. The Court’s reasoning is that even collective bargaining is speech, and that the government may not require public employees to participate in the union’s speech (here by paying an agency fee) if they do not wish to do so.

The implications of the decision are both clear and unknown. What is clear is that all agency fee deductions must stop immediately. What is also clear is that the decision has no impact on dues-paying members of the union, who perforce have voluntarily authorized deductions of dues from their pay. What is unknown are the implications of the decision over the long term, now that the choice for employees is no longer be-

tween paying 100 percent of union dues or around 90 percent of that amount as an agency fee, but rather the choice is between 100 percent and nothing. Given the strength of unions in Connecticut, however, it may well be that the overwhelming majority of unionized employees maintain their memberships in their respective unions.

Finally, boards of education must take care in how they communicate about the decision. Indeed, other than to notify agency fee payers that they are now relieved of the obligation to pay an agency fee, boards should have no comment to their employees about the decision. In this regard, Mr. Chairperson was right and Bob was wrong. Dues-paying union members are not affected by Janus, and the Nutmeg Board of Education has no need to communicate with them about the decision. Indeed, to do so could be construed as an attempt to interfere in the private affairs between a union and its members.

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

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 | July/August 2018

The Journal – Connecticut Association of Boards of Education | July/August 2018

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Marketing Your School District for Success Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

Did the word “marketing” stop you in your tracks? Public schools need to market?

The short answer is “yes.”

There was a time when the competition for students was not stiff. But times have changed. With charter schools, magnet schools and private schools all vying for the same group of students, your district better be thinking about marketing. More to the point, your district had better be marketing!

Let’s first understand that charter schools, magnet schools and private schools are here to stay and they have their place in the education landscape.

To compete, and more importantly for the students who attend them, public schools need to be the best they can be. Board members and staff alike need to make people aware of just how good public schools are and the value they bring to our communities.

You may remember the social media campaign, #ISUPPORTMYCTPUBLICSCHOOLS, that CABE did in February. This campaign offered the opportunity for public schools to “toot

HELPING STUDENTS

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assault. Estimates suggest that 71 percent of children report exposure to at least one trauma by age 17, 15 percent report exposure to six or more different types of traumas, and 17 percent of boys and 28 percent of girls report sexual victimization.

The CBITS Initiative: Helping Schools Support Students

Through a partnership between the Child Health and Development Institute (CHDI), the Department of Children and Families (DCF), and Dr. Sharon Hoover (a model developer), school districts throughout Connecticut are providing an evidence-based therapeutic intervention to students who have been affected by trauma. We believe that schools that have access to evidence-based interventions are more likely to help provide healthier children, calmer school climates, and stronger communities.

The CBITS Initiative is a statewide, state-funded project that provides clinical training, ongoing implementation support, data collection and reporting, and performance-based sustainability funding at no cost. CBITS teams, which can be school-employed staff or staff at

their own horn.”

There is certainly a role for the school board to play in the district’s marketing efforts. Support for these sort of marketing initiatives need to start with the school board.

The National School Public Relations Association (NSPRA) has found that parents want: • Children learning as much as they can in a safe, caring and friendly environment.

• Prompt, civil and understandable answers to their concerns.

• Schools to help their children succeed.

Public schools must tell our story and tell it well using communications and marketing principles like the need for research.

Most public schools are better than people think they are. Marketing can turn this reality into public perception.

If you are interested in reading more about marketing your school, the second edition of NSPRA’s Making/ Marketing Your School: The School of Choice is now available at https://www. nspra.org/products.

community-based mental health agencies, receive ongoing individualized support throughout the year as they train clinical staff in CBITS or BB and implement these groups within their systems.

CBITS and BB are brief, manualized, trauma-focused, evidence-based group models that target children who report symptoms of post-traumatic stress. These groups focus on decreasing the impact of trauma on emotional expression and regulation, cognitive functioning, and aim to increase the quality of social relationships and natural support systems in children’s lives.

CBITS and BB also include parent outreach, teacher sessions, and individual child sessions in an effort to support clinicians and schools to infuse trauma-informed knowledge in their efforts to meet the needs of students.

Why Bring CBITS and BB to your school or district?

You might be wondering, “why would I want to have my students thinking about trauma during the school day?” The answer is simple – they already are. CBITs and BB groups are interventions designed to mitigate the effects of trauma on students’ experiences of school and of learning.

CBITS and BB help kids learn to chal-

Patrice McCarthy, CABE Deputy Director and General Counsel, and Fran Rabinowitz, CAPSS Executive Director, applaud the legislature’s decision to sustain the Governor’s veto and provide the opportunity for more work to address concerns raised by PA 18-89, An Act Concerning Classroom Safety and Disruptive Behavior. lenge unhelpful thinking patterns that might be getting in the way of personal, social, and/or academic success. In addition, CBITS and BB teach children to develop social problem-solving skills, support systems and build confidence in themselves and in their futures.

CBITS teams harness principles of trauma-informed care in order to decrease school-based retraumatization, increase academic and social success, reduce stigma post-traumatic stress responses, build peer and parent support, and increase the capacity for youth to understand, express, and regulate their emotions.

CBITS is Working with Connecticut’s Students

To date, 53 schools throughout the state of Connecticut have offered CBITS or BB to their students. Within those schools, and a number of clinical settings, 111 clinicians have been trained to deliver CBITS and/or BB, and over 800 students have successfully completed either the CBITS or BB group programs.

We are finding that of those students that report a trauma history: 76 percent have witnessed non-weapon related violence, 64 percent report being threatened or witnessing someone else being threatened, 62 percent have

been hit or beaten up, and one out of two students have experienced separation from at least one caregiver at some point in their lives. In addition, during this year alone over 800 students were screened for trauma history and reactions, and of those 58 percent met criteria for joining a CBITS or BB group. This means that over half of the students screened reported reactions to trauma that could be considered in the clinical range!

This year, for children that successfully completed a group, the percentage who showed improvement in PTSD symptoms (as measured by a pre- and post- PTSD symptom measure) is 79 percent! On top of that, 100 percent of caregivers who offered feedback about the services reported satisfaction with their child’s group participation, and teachers and staff interacting with students from group report an increase in positive interactions during the school day.

Bringing CBITS and BB to Your School or District

If you would like to learn more about trauma-informed educational settings, the CBITS or BB group models, or the CBITS Initiative, contact the CHDI CBITS Coordinating Center at 860-679-3327 or email Dr. Diana Perry at dperry@uchc.edu.

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The Journal – Connecticut Association of Boards of Education | July/August 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 Responded to 90 requests for policy

information from 43 districts, one RESC, two newspapers and one legislator on 73 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 summer school, promotion and retention, special education, animals in the classroom, school safety/security issues, field trips, and visitors to schools. z Provided Board training to the Litchfield Board of Education. z Planned a retreat with the North Stonington Board of Education. z Provided Roles and Responsibilities workshop for the Darien Board of Education. z Staffed CABE Collective Bargaining workshop.

B y helping school boards to increase student achievement:

z Sent via e-mail listserve four issues of

“Policy Highlights” covering topics that affect student achievement. This included issues pertaining to vision screening, student risk behaviors, attendance age, student tutoring, student use of e-cigarettes and vaping products, distribution of nonschool literature by students, and professional development.

B y promoting public education:

z Participated in a legal seminar

pertaining to special education issues; attended a workshop pertaining to collective bargaining issues, and attended the legislative wrap-up meeting. z Staffed CABE/CAPSS Convention Talented Student Subcommittee meeting. z Met with CAPSS staff and Mystic Marriott Hotel staff regarding CABE/ CAPSS Convention Exhibit Hall.

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

z As part of the Custom Policy Service,

materials were prepared for Enfield, Killingly, New Canaan, New Haven, Region #14, Windsor Locks, and Plymouth. z Completed the development of a new manual for Plymouth. z Developed annual Education Law Summaries.

B y providing services to meet member needs:

z Prepared materials as part of the

Custom Update Service for East Hampton, East Windsor, Ellington, Marlborough, New Fairfield, New Hartford, Newington, Putnam, The Gilbert School, Sterling, Union, West Haven, Westbrook and Windham. z Completed audits of the policy manuals of the Cornwall and East Haven Public Schools. z Currently in the process of auditing

the manual of the Preston Public Schools. z Entered into an agreement to do an audit of the policy manual of the Cheshire Public Schools. z Worked with Scotland administrative team on teambuilding. z Delivered Legislative Wrap-Up workshop. z Staffed CABE Government Relations, State Relations and Resolutions Committee meetings. z Participated in Partner Meeting regarding CABE-Meeting. z Participated in a NSPRA webinar on Social Media Oversight in the Face of Records Laws and School Safety.

B y helping districts operate efficiently and conserve resources:

z Published the fourth issue of the

Policy Update Service publication highlighting policy implication of recently passed state legislation. z Provided a demonstration of CABEMeeting for the Fairfield Board of Education.

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

z Attended the CAPSS Board

of Directors meeting and CAPSS subcommittee of retired superintendents. z Attended meeting of the Connecticut Commission for Educational Technology. z Attended the NSBA Trainers Conference.

z Met with Legislative leadership and

staff to discuss disruptive classroom legislation. z Discussed disruptive classroom legislation on WTIC-AM. z Participated in Graustein Memorial Fund Literary Justice discussion. z Met with various media to discuss legislative action to uphold the Governor’s veto of disruptive classroom legislation. z Appeared on The Hour (shown on Cox and Comcast) to discuss school safety. z Participated in Connecticut School Attorneys Council mid-year meeting. z Participated in NSBA Council of School Attorneys (COSA) call with the US Office of Civil Rights. z Attended CREC Council meetings. z Participated in interviews on FOX61 and WTIC-AM on the 180 day school year requirement and weather related school closures. z Attended school safety work group meeting. z Attended Connecticut State Board of Education meeting. z Participated in CCJEF steering committee meeting. z Participated in panel discussion on school safety organized by the State Student Advisory Council. z Participated in Special Education Funding Task Force meeting. z Participated in Metro Hartford session on workforce development. z Participated in CAPSS International Education Committee meeting. z Participated in CSAE webinar on Using Social Media to Educate and Engage Members.

Rogue on Board: Gadfly board members wreak havoc within and outside the district

Imagine your reaction if your child comes home with a note from the teacher that reads, “Does not play well with others.” Your first response is to try to understand what is happening and why, followed by finding ways to improve the situation. If necessary, you bring in others to help.

Now apply this scenario to your school board. What happens when you have a member who cherishes the role of self-anointed gadfly?

This is a communications issue, both internal and external. A rogue board member who hogs the spotlight, constantly stirring things up, can derail even the best-run school districts.

Time that can—and should—be devoted to more pressing matters is spent addressing issues raised by a member who has no individual power but uses

the position as a bully pulpit.

“In the midst of an internal crisis, too many dysfunctional boards don’t see an issue from the public’s perspective,” says Brad Hughes, who now works as a freelance trainer for the Kentucky School Boards Association.

“It diminishes, if not discredits, the action you take on many issues, even when there’s not discord.”

Bringing a board member who does not “play well with others” into the fold can be a tough task, but it’s not impossible. I spoke with several state association trainers who provided advice and tips for what you can do, as well as with a communications director who found out what life was like on the other side when he was elected to his school board.

Steve Knagg worked for Texas’

Garland Independent School District for three decades, 20 years of that as the communications director. Five years after he retired and opened a consulting company, he was urged to run for the school board.

When he was working, Knagg says a number of board members were self-appointed “junior superintendents” who tried to give orders to the district staff. After his election in 2012, he realized quickly that “unless you’re sitting in a board meeting with an agenda and an action item, you don’t have any authority to do anything.”

“It was fascinating to me,” says Knagg, who has made more than 1,000 presentations to school districts and communications directors in 27 states during his career. “After going to 30 years of school board meetings and sit-

ting in the audience, I thought I knew more than I did. I thought school board members had all this power.

When I started sitting in the big chair up there, I realized I had a lot to learn.”

Kitty Blumsack, a longtime trainer for the Maryland Association of Boards of Education (MABE), advises new board members to “bide your time that first year.”

“I always tell them, ‘Sit, watch, and get the lay of the land’,” she says. “The smartest, most strategic thing you can do is watch and listen. You will build credibility, authenticity, and expand your knowledge base tremendously.”

Some board members refuse, feeling they were elected with a mandate to make changes immediately. Rather See ROGUE page 10

The Journal – Connecticut Association of Boards of Education | July/August 2018

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Registration Is Open!

CABE/CAPSS Convention | November 16 - 17, 2018 | Mystic Marriott Hotel, Groton, CT v Be Inspired by Friday morning Keynote Speaker | Friday, November 16 | 8:30 – 10:45 am

Marc Brackett

v Student Panel Discussion | Saturday, November 17 | 12:05 - 1:35 pm What do students think about transforming K-12 education?

This keynote panel features the leaders of tomorrow – students from diverse backgrounds, immersed in next generation learning models, who will share their perspectives on shifting toward student-centered approaches to learning. They will present research they have gathered and will take questions from the audience.

Follow along with #CABECAPSS2018 for the latest Convention updates.

v Discover what will help you be an effective board member with 35 workshops sessions, like • Revisiting School Safety • Real Case Studies in Crisis Communication • Implicit Bias: How It Impacts Your Work • Grading Practices

@ConnecticutAssociation ofBoardsofEducation

@CTAssocBdsofEd

vE xplore the Exhibit Hall Floor… Visit more than 50 exhibitors who are excited to share ways they can help your district’s work.

Register NOW and SAVE!

Register today at: http://www.cabe.org/page.cfm?p=1145

Talented Student Showcase

2018 CABE/CAPSS Convention – November 16-17 Connecticut’s Future: Transforming Schools, Transforming Lives Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

Thanks to the good work of the CABE/CAPSS Convention Committee the pieces of the Convention puzzle are coming together.

The Convention Committee has selected two student musical groups to perform on Friday and Saturday

BRACKETT

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College. He also is a distinguished scientist on the National Commission on Social, Emotional, and Academic Development.

Marc is the lead developer of RULER (an acronym for the five key emotion skills of recognizing, understanding, labeling, expressing, and reg-

mornings. The selection process is always an enjoyable experience where the selection committee has the opportunity to review each entry and see on a large scale the many talented students that attend public schools in Connecticut. Yet, at the same time it is also a difficult meeting because the Committee cannot accept every group that submits an entry.

The Convention Committee is

pleased to announce the two groups that will be performing at the CABE/ CAPSS Convention. The selected groups are the Ledyard High School Chamber Choir who will perform on Friday morning and the Windsor High School Honors Chorale who will perform on Saturday morning. They will be a great way to kick off the Convention each morning!

We will have artwork from Lyman

Memorial High School in Lebanon, and Housatonic Valley Regional High School in Region One. Additionally, we will have a Robotics team with us from Beecher Road School in Woodbridge, and Adventures in Science and Day of the Dead Wax Museum groups who are both from the Ashford School in Ashford.

Watch your email and the CABE Journal for more Convention news.

ulating emotions) is an evidence-based approach to social and emotional learning that has been adopted by over 1,500 public, charter, and private pre-school to high schools across the United States and in other countries, including Australia, China, England, Italy, Mexico, Spain, and Sri Lanka.

RULER infuses social and emotion learning into the immune system of schools by enhancing how school administrators lead, educators teach,

students learn, and families parent. Research has shown that RULER boosts academic performance, decreases school problems like bullying, enriches classroom climates, reduces teacher stress and burnout, and enhances teacher instructional practices.

Marc regularly consults with large companies, including Facebook and Google on best practices for integrating the principles of emotional intelligence into training and product

design. With Facebook, he has developed a number of products, including: social resolution tools to help adults and youth resolve online conflict, the bullying prevention hub to support educators, families, and teens, and InspirED, an open-source resource center to support high school students in leading positive change in their schools. Marc also holds a 5th degree black belt in Hapkido, a Korean martial art.

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The Journal – Connecticut Association of Boards of Education | July/August 2018

The Media Message

by Ann Baldwin, Baldwin Media Marketing, LLC

Five Tips to Maximize Your Social Media

I think it is fair to say that one of our biggest communication struggles involves social media, particularly Facebook. This article will share tips to make your social media marketing efforts more effective and less of a headache.

1. Take the Time to Design Think about the message you want to get across. Your social media post should reflect that. Visuals are a great tool for engagement.

Photos or short videos usually get more views than just words and are often shared, which can give you additional exposure. Always remember to tag people or places

ROGUE

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than build trust, they go rogue. “Usually it’s someone who thinks they are representing the free world because they were elected to be the voice of the people,” Blumsack says.

Blumsack, who now conducts superintendent searches for MABE, says she worked with one person “who called his board a dog and described

for additional exposure.

2. Target Your Message Be sure to tailor your posts to your audience. For example, the message that you want to resonate with parents may be different than if you are trying to get the attention of students. Write your posts with your targeted audience in mind.

3. Check Your Tone I am sure that we have all experienced social media posts that have been taken out of context. That is why it is important to create a personalized himself as a flea on the dog.”

“He was quite proud of that fact,” she says. “But what happened to that person was eventually his ideas were ignored, even the good ones. You have to move on without that person, because all they do is create more havoc.”

Rogue None

So what should you do when faced with a rogue board member? One approach is to have a discussion between

What will C.O.P.S provide Your district?

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

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

• Timesaving links to legal and cross references.

• A search engine specifically designed for board policy manuals.

• The ability to search other online districts for sim­ilar policies or language.

• A happier staff that will have less paper to deal with.

If you would like additional information on CABE’s Connecticut Online Policy Service (C.O.P.S.), call Vincent Mustaro at 860-571-7446 or email vmusta­ro@cabe.org for full details.

“voice” for your school community and keep it consistent so that overtime followers know what to expect.

4. Tools for Engagement The most successful social media posts ask a question to engage your followers. As we all know, this can be a double-edged sword, but it also gives your audience an opportunity to get involved in the conversation.

5. Tag Trending posts Often times you can utilize what is happening statewide to add relevance to your posts. Trending the member, board chair, and superintendent about any problems.

Blumsack, Hughes, and Knagg say it’s critical for the superintendent to be involved in these discussions. And even though it may be tempting, the superintendent can’t be seen as having favorites on the board. Information must be distributed to all board members equally.

Another approach: Ask someone outside the school setting who has the board member’s trust to take up your cause. Hughes says this usually is a friend or confidant, but never a family member.

“Most of the time, you’re talking about perception and impact,” Blumsack says. “While the board member may see their actions as something that is helpful, they need to understand there are unintended consequences.”

If strife continues, consider turning to your state association for help.

Face-to-face training that focuses on building what Hughes describes as a “cohesive, collaborative, functioning group” also can be helpful.

“We’ve used that I don’t know how many dozens of times over the years,” Hughes says. “I’m not going to say it’s been 100 percent effective, but having a person with no direct role who can get the conversation going often can work, because that objectivity is there.

Think of it this way: You don’t want to have someone come in from outside and then act disrespectfully in front of the guest.”

Encouraging all board members, including the rogues, to share their rationale for decisions in an open board meeting also can be effective.

“Part of the challenge is that people who are outliers don’t get their energy from being part of the board,” Blumsack says. “They get it from people on the outside who tell them what a good job they’re doing, people who say they’re the only one they can talk to and trust. If you can get them

topics are a great attention getter for your followers. Identify what’s trending and add hashtags that will help inform/educate as an awareness tool for your district.

This is a great way to increase engagement and increase the return on your invested time.

Social media is a major commitment and you not only have to think about what your school community wants, but also on creating fresh, engaging content. Timing is also very important, so keep in mind when to post and more importantly, when not to post.

engaged in the process and help them to understand the impact of their actions, then you can sometimes turn them around.”

United Front

A common communications term is “speak with one voice,” but board members naturally will disagree on some issues. After all, you don’t go to meetings, rubber stamp in hand, to serve as mouthpieces for district administrators.

“The public needs to see you working together,” Hughes says. “They don’t need to see you slapping each other on the back and making great comments about each other at board meetings. They need to see you collaborating, working to resolve issues in the best interest of students.”

Knagg says it’s not realistic to “expect a group of people to agree on everything that happens.”

“I think that’s OK,” he says. “It’s never bothered me to vote outside what the majority wants to do. In fact, I think it’s kind of healthy to have some 4-3 votes when you’re dealing with different kinds of issues, because that’s life. People disagree. Majority rules.”

Constant discord, however, erodes the public’s trust in your decision making. The trainers I spoke with believe the board must be united about its mission, even when members don’t always agree on issues. Compromise and understanding are key.

And on large issues, such as a bond issue or hiring a superintendent, Knagg believes the “one voice” rule still applies.

“What gives me heartburn is when you see the board divided on something that can have such a dramatic impact on your student and staff,” he says. “If you aren’t united, you need to work at it until you are. The stakes are too high. It’s that simple.”

The Journal – Connecticut Association of Boards of Education | July/August 2018

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The Journal – Connecticut Association of Boards of Education | July/August 2018

The Policy Corner Vincent A. Mustaro

Senior Staff Associate for Policy Service, CABE

Website Accessibility for the Disabled Increasingly, school districts publish essential information online. An important issue for local governments, including school districts, is the accessibility of such web content to citizens whose disabilities inhibit their use of the web.

Many disabled people use “assistive technology” to enable them to use computers and access the Internet.

Blind people, unable to see computer monitors, may use screen readers which are devices that speak the text that would normally appear on a monitor. People who have difficulty using a computer mouse can use voice recognition software to control their computers with verbal commands.

People with other types of disabilities may use still other kinds of assistive technology, which are continually being introduced.

Improperly designed websites can create unnecessary barriers for those with disabilities, just as an improperly designed building can prevent a disabled person from entering. Features built into a web page can assist disabled individuals. Poor web design can lock out some individuals. School and district websites, just like the rest of the school campus, need to be accessible to everyone.

School districts are subject to Section 504 of the Rehabilitation Act of 1973, its implementing regulations, and Title II of the Americans with Disabilities Act, and its implementing regulation. These impose the obligation on school districts to make website content accessible to disabled individuals.

Jessica Scheckton, New York State BOCES Assistant Director of Communication and Public Relations, stated, “For a website to be accessible for users it must be perceivable, operable in terms of interface and navigation, and understandable.” Simply put, website accessibility means that “people with disabilities can access the web.” This definition comes from the Web Accessibility Initiative, a project of the international standards group called the World Wide Web Consortium (W3C).

The federal Department of Justice, because of the above-cited laws, has made rulemaking addressing Web accessibility a high priority. The impetus for this priority is the increasingly interconnected and dynamic nature of websites which allows for easy and convenient access to programs, services, and activities of public entities covered by the ADA. Individuals with disabilities are often denied equal access to the services, programs, and services of state and local governments because the public entities’ websites

are inaccessible.

Feds Investigating

School districts that fail to comply with these obligations risk being investigated by the U.S. Department of Education’s Office of Civil Rights (OCR). OCR has taken the position that the websites of public agencies, institutions receiving federal funds and entities subject to Title II of the ADA must comply with the Web Content Accessibility Guidelines (WCAG) in order to comply with Section 504 and the ADA. Presently, OCR is not randomly auditing school district websites or initiating investigations without a com-

The question, in light of the legal requirements, is how to make school district websites ADA compliant. An accessible website is one that meets the standards specified by law, enabling those with disabilities to be able to use assistive technology to navigate the website.

Two resources available to guide web developers and school personnel in managing websites are the Section 508 Standards and the more comprehensive resource called the WCAG, developed by the W3C and the Web Accessibility Initiative Accessible Rich Internet Applications Suite (WAIARIA).

Access to information is consid-

“ Improperly designed websites can create unnecessary barriers for those with disabilities, just as an improperly designed building can prevent a disabled person from entering.” plaint being filed against a district by a third party. Most complaints received

by OCR focus on accessibility issues for individuals with hearing and visual impairments. However, barriers may also exist for disabled individuals with other physical or cognitive disabilities.

OCR has the legal authority to demand from any agency receiving federal funding the information necessary to determine whether such agency is in compliance with the anti-discrimination regulations. OCR is not punitive or adversarial and gives school districts opportunities to correct issues with their websites. However, be aware that some disabled advocacy groups are bringing to light issues that many school districts are unaware of, or are filing complaints with OCR. The New York State Association of School Attorneys, in material published for the New York State School Boards Association, indicated that according to OCR, the most common issues are that: • Some important website content can only be accessed using a computer mouse, which means that content is not available to those who are blind, many who have low-vision, and those with disabilities affecting fine motor control.

• Parts of the website use color combinations that make text difficult or impossible for people with low vision to see.

• Videos are not accurately captioned, so they were inaccessible to people who are deaf.

ered a civil right. Section 508 is the federal law that mandates the use of electronic accessibility, while the WCAG develops interoperable technologies to guide the Web to its full potential. Section 508 and WCAG promote coherent navigation, legible presentation, complimentary colors and a consistent layout for websites.

To help disabled individuals to use any website, use is made of assistive technologies such as, but not limited to, JAWS, ZoomText, Window-Eyes, VoiceOver or NVDA screen readers.

These tools, often built into specialized web browsers, can automatically read text and describe the content of images for the blind. Other tools expand the size of text or control screen color for people with impaired vision. Other assistive technologies allow deaf users to receive a translation of an audio transmission. However, for assistive technologies to work, the web page must be created following either Section 508 or W3C standards.

Is Your District Compliant?

It is recommended that districts seek compliance with two widely recognized international standards. The first is the World Wide Web Consortium’s (W3C’s) Web Content Accessibility Guidelines (WCAG) 2.0 Level AA. These guidelines seek to explain the ways which agencies can insure their web content is accessible to individuals with disabilities. The other set of standards is the Web Accessibility Initiative Accessible Rich Internet Applications

Suite (www.w3.org/WAI/intro/aria) which provides agencies with the tools necessary to ensure the accessibility of complex web interfaces (i.e., “dynamic content and advanced interface controls developed with Ajax, HTML, and JavaScript and related technologies”).

Initially, districts should assess if the material on its website is currently accessible to individuals with disabilities. This should be done using the “Benchmarks for Measuring Accessibility” standards. If the district is unable on its own to make such a determination, it should enlist the help of an outside vendor with the required expertise.

An action plan should be developed to correct any existing online barriers to accessibility that includes a timeline for compliance. The complexity of this issue makes it likely that districts will utilize the services of a technology provider to accomplish the required accessibility.

Further, the district should develop and adopt an accessibility policy and post a notice to persons with disabilities about how to request access to online information or functionality that is currently inaccessible.

OCR, in late spring, hosted a series of webinars to assist IT professionals and other interested parties gain greater insight and information for meeting the requirements.

Policy Implications: A sample policy, #6141.3221, “Website Accessibility,” pertaining to this important topic is available. The Appendix to the policy contains sample “Website Accessibility Statements.” In addition, existing policy #6141.322, “Websites/ Pages,” and its accompanying administrative regulation have been revised to include language pertaining to website accessibility for the disabled. Copies are available upon request. These remain optional policies for inclusion in a district’s policy manual.

Upcoming Professional Development Opportunities August 13 8th Annual Summer Leadership Conference Water’s Edge, Westbrook

November16-17 CABE/CAPSS Convention Mystic Marriott Hotel, Groton

The Journal – Connecticut Association of Boards of Education | July/August 2018

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CABE LEGISLATIVE WRAP-UP

Patrice McCarthy, CABE General Counsel and Deputy Director, was interviewed by WTIC-AM before the Legislative Wrap-Up. Left to right, Chris Wilson, CABE VP for Professional Development (Bristol); Patrice McCarthy (CABE); Lydia Tedone, NSBA Northeast Representative (Simsbury); Liz Brown, CABE VP for Government Relations (Waterbury); and Ann Gruenberg, CABE Immediate Past President (Hampton), thanked Lt. Governor Nancy Wyman (center) for her years of public service beginning as a Board of Education member in Tolland more than 30 years ago.

Robert Mitchell, CABE President (Montville) welcomed participants to the Legislative Wrap-Up.

Robert Rader, CABE Executive Director, provided an update on CABE’s activities.

Rebecca Adams, CABE Sr. Staff Attorney, provided a legal update.

Patrice McCarthy, CABE General Counsel and Deputy Director, and Sheila McKay, CABE Sr. Staff Associate for Government Relations, shared what happened in the 2018 Legislative Session and the impact it will have on local school districts.

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The Journal – Connecticut Association of Boards of Education | July/August 2018

Students Earn Connecticut Certificate of Global Engagement Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

Connecticut Commissioner of Education, Dianna R. Wentzell, presented students with a Connecticut Certificate of Global Engagement at the State Capitol on June 5. In its pilot year, the Connecticut Certificate of Global Engagement Certificate was established to recognize public high school graduates who have successfully completed a global education curriculum and engaged in co-curricular activities and experiences that fostered the development of global competencies and global citizenship.

The Certificate is awarded to high school students who have demonstrated competency through global education by successfully fulfilling the recommended criteria in the following three (3) areas: globally-focused coursework; globally focused student activities; and a Global Service Learning or Action Project.

The Certificate validates a student’s deliberate pursuit of a global education and awareness. The designations aim to: educate a globally competent citizenry by encouraging

students to pursue the global aspects of their education; serve as an enhancement of a student’s profile in the college admission process; and, serve as an important hiring consideration by prospective employers.

“We want our students to be engaged as citizens at the local, national and global levels, said Commissioner Wentzell. This program emphasizes the importance of global knowledge and active engagement with problems and issues that have international dimensions.”

Dr. Salvatore Menzo, Superintendent of Schools in Wallingford and Chair of the Connecticut Association of Public School Superintendents (CAPSS) International Education Committee stated, “I am pleased that the Certificate of Global Engagement is now a reality for students throughout the State of Connecticut. This is another opportunity for students to demonstrate a global perspective that will increase their future success.”

Participating public schools included: • Shepaug Valley High School, Region #12 • Lyman Hall High School, Wallingford

• S heehan High School, Wallingford •E ast Granby High School, East Granby •F armington High School, Farmington ª Foran High School, Milford The lead sponsoring organization is the World Affairs Council of CT. Additional sponsoring organizations include the CT Council of Language Teachers

and CT Council for the Social Studies.

Supporting organizations include the CT Association of Boards of Education (CABE); CT Association of Public School Superintendents (CAPSS); CT Association of Schools (CAS); CT RESC Alliance; CT Business and Industry Association (CBIA); International Trade Association: Instituto del Carmen, Mendoza, Argentina; and NEAG School of Education, University of Connecticut.

is recruiting for Eastford Part Time Superintendent of Schools Consultant: MARY BRODERICK, ED.D SENIOR CONSULTANT For an update or more information on vacancies go 860-539-7594 to our website: www.cabe.org/page.cfm?p=1176 Equal Opportunity Employer For more information contact, CABE Search Services, P.O. Box 290252, Wethersfield, CT 06129-0252

The Journal – Connecticut Association of Boards of Education | July/August 2018

15

Letter to the Editor Editor’s note: A typographical error that altered the intended meaning appeared in this letter when it was originally printed in the June 2018 issue of the CABE Journal. Below is the corrected version.

Dear Editor: We have decades of achievement scores that show that we have four types of learners in our schools.

1. The typical “middle-class” child who comes from a stable home with literacy, culture and physical and emotional caring. These children achieve at a rate of 70 to 80 percent of their population.

2. Transitional children. Children from good homes where English may be a second language or there may be some cultural differences but the family is intact; and although economics may be low; the social

Windsor Board President and CABE Area 2 Co-Director Leonard Lockhart received a CABE Communications Award on behalf of the Windsor Board from CABE First Vice President Donald Harris (Bloomfield).

capital and middle-class values that these children come to us with, allow us to believe they too will achieve at that same 70 to 80 percent rate.

3. S pecial Ed. children. We have come a long way in Special Ed. Thus the children in Connecticut are well served and the vast majority of them are achieving appropriate goals.

4. W hile up to 20 percent of children living in challenging environments in suburban school districts are failing, in the cities that number can be between 60 to 70 percent. These children do not qualify for special education since they do not have apparent neurological or intellectual needs. They are children without strong parent advocates, children with unsteady lives, and high mobility.

These proportions have not

changed in decades. We have expended millions and millions of dollars changing curriculum, creating magnet schools, charter schools, teacher training, all of which benefited the first three groups and have shown no benefit to our most needy population. We are now in our sixth year of alliance district supplemental funding with no changes in the ratios. No school district has seen fit to appropriately mourn the situations these children and their families must endure and ergo no real systemic changes have been produced.

These children require a revolution in our educational system that goes well beyond the addition of reading teachers, motivational teachers or STEM. They require a groundup change. These children fail first because they’re coming to school with a poor self-image, a lack of belief in themselves. Many come from homes where literacy is lacking and where there is emotional, social injustice. So

when they enter the room and meet well-dressed, literate, happy, self-confident children, they face a very ugly reality and that is, they are not like these children. For these children our schools must play its “in loco parentis” role to the fullest.

These children need loving and caring more than they need academics. They need to be shown and ultimately get to believe that they are beautiful, valuable and lovable. It is then that they will see themselves as capable and at that point they will become learners. These children are the 21st Century special needs children they need an education different from our present offerings, because they are “significantly different from the norm.”

We can no longer ignore them or simply apply token remedies, it is time for an educational revolution.

Matthew Borrelli Retired Administrator, West Hartford Public Schools

People in the News

Hernan LaFontaine, former Hartford superintendent, receives the CRED John Allison Legacy Award.

Patrice McCarthy, CABE Deputy Director and General Counsel, discussed school security on “The Hour” with Jim Pellegrino and with Meriden Superintendent Mark Benigni and security counsultant Patrick Chagnon. The show will air in September on Nutmeg TV.

Check them out!

Newly awarded competitive contracts

a Infill and Related Field Equipment

a Athletic Equipment a MRO/Plumbing Supplies a Career & Tech Ed/STEM Robert Rader, CABE Executive Director, and Patrice McCarthy, CABE Deputy Director and General Counsel, served on a panel at the Student Advisory Council Statewide Town Hall on School Safety on June 8.

Expert Solutions

Contract information for each can be found in the CREC Cooperative Purchasing Marketplace at www.crec.org/coop

16

The Journal – Connecticut Association of Boards of Education | July/August 2018

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Please visit Education Law Notes, our school law blog that covers issues of great interest to school districts, including labor and employment, special education, gender and disability rights, FOIA, social media, bullying and policies and procedures at http://schoollaw.pullcomblog.com/.

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