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www.cabe.org
Vol. 23, No. 6
June, 2019
Dues Frozen for Third Year in a Row
View from the Capitol
Robert Rader
Executive Director, CABE
Patrice McCarthy
Deputy Director and General Counsel, CABE
Congratulations, Graduates!
Patrice McCarthy
Deputy Director and General Counsel, CABE
At the May meeting of the CABE Board of Directors, CABE honored Immediate Past President Ann Gruenberg for her many donations to CABE’s Leadership Fund by naming the CABE Library “The Ann Gruenberg Library”. This permanent acknowledgment recognizes Ann’s generosity, and is particularly significant as the CABE Executive Committee meets in that room, where Ann has spent many hours providing leadership to CABE. Ann has served on the Hampton Board of Education since 2001, and joined the CABE Board of Directors in 2003. She served as CABE’s President in 2015-2017, and received the Philip
81 Wolcott Hill Road Wethersfield, CT 06109-1242
Connecticut Association of Boards of Education Inc.
With the closing of the 2019 Regular Session of the General Assembly at midnight on June 5, the usual flurry of amendments and sometimes lengthy debates is an inevitable part of the process. Careful review of all language adopted by both the House and Senate will be critical to provide guidance to boards of education as they understand budget priorities as well as requirements for new or revised policies, regulations and procedures. CABE’s Legislative Wrap Up workshop on June 11th will be the opportunity for a full explanation of the Legislature’s actions.
CABE Honors Ann Gruenberg
CABE President Robert Mitchell (Montville) unveiled the CABE Ann Gruenberg Library at the May 7 CABE Board of Directors meeting, Pictured President Mitchell and Immediate Past President Ann Gruenberg (Hampton).
S. Fenster Distinguished Service Award in 2018. Ann retired as a professor in the Early Childhood Educator Preparation Program at Eastern Connecticut State University. In recognition of her professional work in early childhood education and her Finnish heritage, a book by a popular Finnish children’s author was placed in the library as well.
At its early May meeting, the CABE Board of Directors voted to freeze dues for 2019-20, the third year in a row, despite inflation and other pressures on the Association. The Board felt with the continued uncertainty about funding at the State level and the possibility of the Legislature and Governor shifting some of the costs of teachers’ pensions to municipalities, it was in the best interests of our members to keep dues at the current level. While this will certainly put a strain on the Association, it is expected that at its June 6 meeting, the Board will adopt the budget and ensure that the Association will still provide the services and activities of high quality that our members expect. The Board and Staff are committed to continuing the advocacy, policy, professional development and communications that are at the core of what we do for our members. Secretary/Treasurer Michael Purcaro (Ellington) led the Finance Committee in presenting the budget to the Board. President Robert Mitchell (Montville), First Vice President Donald Harris (Bloomfield), Area 2 Director and Member at Large Bryan Hall (East Hartford) and Associate Director John Prins (Branford) served on the Committee. Staff included Bob Rader, Patrice McCarthy and Teresa Costa. In setting dues, the Board has esSee DUES FROZEN page 15
Letter to the Editor
Is Your District Leaving Money at the Table?
Spring Meeting of Superintendents’ Administrative Professionals
NE Secondary School Consortium Conference
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Periodical Postage PAID Hartford, CT
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The Journal – Connecticut Association of Boards of Education | June, 2019 PRESIDENT COMMENTARY
Use the Summer Months to Get Ready for the Fall Robert Mitchell President, CABE
Summertime is a chance to catch up. The hustle and bustle of the school year has finally drawn to a close and we have time to breathe. With a busy budget process, an active legislative session, and end-of-year school activities, it seems like we are at meetings around the clock. What we don’t get is time to think. Some boards actually stop meeting over the summer and others limit the work that they do, giving them a chance to rest and recuperate before the next onslaught in September. While I’m all for recharging the batteries, I’m going to make a suggestion. Summer is a good time for your board to focus on itself. Between reviewing the district vision, setting goals, undertaking board professional development or self-evaluation, this is a perfect time to work on the board/ superintendent team. Outside of the pressure of getting things done on a tactical basis – directing energy at whatever has the most urgency, the board needs to spend time on the big picture. A board retreat can be an effective way to determine: • Why does this district and the board of education exist?
• What do we want for the children in our care? • Are we working as effectively as we can? • Does the board communicate well enough the expectations of the district? • Do we communicate well with our superintendent? • How effectively are we leading? School districts that focus on the right work, with clear goals or a strategic plan generally perform better than those that do not. Not only that, but board members work better together and have greater trust in one another when they have a chance to know each other better. A good retreat gives board members a chance to share ideas with each other in a non-threatening way. There are many ways to do this, but I think it’s a good idea to do it at a time and place other than a regular board meeting. Some boards hold them on Saturdays; others a different night of the week. Sometimes a local business will allow the use of their conference room or dining room (in the case of a restaurant). Boards are also welcome to use the Rovins Conference Room at CABE. It is also good
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 to include a meal – people who break bread together tend to work more cooperatively. Enlist outside help. As a member of CABE you are entitled to call on the CABE staff to assist you in this endeavor. CABE staff are very experienced in working with boards of education. In fact, they collectively have well over one hundred years of experience in board leadership development. These experienced staff members can assist you in planning your professional development and provide expert facilitation and training. My board has an annual retreat and it helps us focus our work on what is important. We get results, too! I encourage every board to do so. The best part of this is that most of these services are covered by your CABE membership. There is no additional charge for these workshops. If you are interested, contact CABE at 860-571-7446 and they will connect you with a senior staff member who can work with you to plan a course of action. I’d recommend doing this sooner, rather than later. The calendar can get busy when boards compete for the same dates. The children in your care will benefit from your “thinking time.”
At the 2019 CAS/CIAC Scholar-Athlete dinner, CABE’s representative, Eileen Baker, sat with the evening’s Master of Ceremonies ESPN Radio’s Bob Picozzi and retired Executive Director of the Connecticut Association of Athletic Directores (CAAD) Fred Balsamo.
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 Doug Pfenninger | Area 1 Director, Winchester 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 Karen Kleine | Area 6 Director, Westport George Kurtyka | Area 7 Director, Derby Lon Seidman | Area 8 Director, Essex Jonathan Gilman | Area 9 Co-Director, Bozrah Sean Nugent | Area 9 Co-Director, Preston ASSOCIATES Julie Ausere | Associate, Canton 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 Betsy Allyn| City Representative, Stamford Charles Stango | City Representative, Waterbury STAFF
Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Rebecca Adams Rieder | 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) 571-7446. 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: lsteimer@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 | June, 2019
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EXECUTIVE DIRECTOR COMMENTARY
A School Board Member Profile in Courage Robert Rader
Executive Director, CABE
While school board members make decisions affecting many students every time the board meets and superintendents do so nearly every day, rarely does a single decision come up that will, if made correctly, lead to a significant personal loss for the person making the judgment. This recently happened to a California school board member who worked in favor of a change to his Board. It ultimately led to the loss of his seat on his local board. The board member, Frank C. Pugh, was president of the National School Boards Association in 2018-19. He told this story at the NSBA Convention and then wrote about it in the American School Board Journal (ASBJ). Besides losing his local seat, the “unintended consequence”, as he called it, will lead to him never having the chance to serve as NSBA’s Immediate Past President. Let me tell it through his words: “California is a diverse state but for the most part, our locally elected school board members are not. Latinos account for approximately 40 percent of the state’s population yet comprise only about 15 percent of the statewide total of elected officials. Asian-American/ Pacific Islander and African-Americans are underrepresented to an even greater extent. Given California’s demographics and knowing that school board membership is not reflective of school districts as a whole, the California Voting Rights Act (CVRA) was introduced. The law lessens the burden for ethnic communities to challenge “at-large” election systems which ultimately dilute their ability to elect a representative candidate of their choice. Most California school boards elect their school board members by holding citywide, winner-take-all elections, in which voters vote for as many candidates as there are seats. This allows a majority of the electorate to control all the seats of an elected body. The CVRA combats this dilution by eliminating “at large” elections for “single seat district” elections. Many California communities are now adopting this more representative election system. After learning about CVRA, I requested that my district hire a demographer to look at our voting patterns. I
was concerned that I was an unwilling participant in an election process that promoted ethnic bias and created racially polarized voting. If true, it would be something that I could not in good conscience tolerate--—even if it cost me my seat on the board. To make a long story short, it was determined that racially polarized voting had indeed taken place in our past elections. It took about three years to work through the process and issues, and to have courageous conversations with my fellow board members, facilitators, attorneys and demographers, and most importantly, our community. After board action, our seven at-large seats became seven smaller districts, each balanced ethnically and each allowing for the possibility of better community representation through our own election process. Pushing hard on this issue, and knowing that I could possibly lose my seat, I knew that I wanted to be on the right side of this issue. And, being on the right side did ultimately cost me my position after serving on my board for 28 years. Now that the November elections are over and the dust has settled, the Santa Rosa City School’s board has transformed from being primarily a white male board to one that is much more diverse and representative. The majority is now female. The majority is now people of color. And, there are members who are in their 20s, 30s, 40s, 50s, and 60s, all of whom will bring new experiences and insights to the board table.” I think all of us can sympathize with Frank’s dilemma. After 28(!) years, he would no longer be on the Santa Rosa City Board of Education if the changes he supported took effect— and they did. He put his vision of what his community needed before his personal desires. To me, this is a “profile in courage”. Fortunately, board members and superintendents are not often confronted by fraught situations and resultant consequences similar to those Frank faced. However, they are confronted by decisions that often require courage. To vote for a budget that you believe would provide what your schools need, in the face of hostility from the town council or finance board requires courage. To vote to close a school
because of a drop in enrollment also requires courage. To change traditions in the schools, such as the mascot, because it may be offensive, requires courage. For all of the decisions of this type, those on the other sides of the issues may also be displaying courage. Depending on the issue, if board members or superintendents make decisions based on what they feel is right — for the good of the students, the schools or the community—rather than on what will only benefit them, their children or their constituents requires courage. We have many illustrations of courage that changed the history of the world. John F. Kennedy (or Ted Sorenson) wrote Profiles in Courage about senators who showed great courage in spite of personal consequences of their action. While that book was written in the mid nineteen-fifties, we have seen examples of both men and women, exhibit great courage in the many years since, including Rosa Parks, Martin Luther King, Nelson Mandela, Malala Yousafzai, John Paul II and the Dalai Lama. Although the courage you display on your local board or administering the district may not rise to those heroics, taking a principled stand in the face of opposition takes courage. We are proud to represent school board members and superintendents who are, in Theodore Roosevelt’s words, “in the arena”. At the end of his commentary in ASBJ, Pugh wrote, “So, while the election result was not what I planned for, the outcome was what I wanted, proving to me that removing barriers can result in a more representative and diverse board. What would you have done? Knowing what I know about school board members, I’m sure you would have done the right thing too.” I agree with Frank. Do you?
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The Journal – Connecticut Association of Boards of Education | June, 2019
LETTER TO THE EDITOR
Prevention and Reaction Jennifer Norman
Board Member Griswold Board of Education; Teacher, Ellis Technical High School
Recently, I have been to two polar opposite trainings. The first was a social-emotional workshop given by Dr. Marc Brackett and the second was a security workshop given by Susan Payne. For those of you unfamiliar with the work of Dr. Marc Brackett, a brief overview. If the name sounds familiar, it’s because he was the keynote speaker at the CABE/CAPPS day this past November. He has worked tirelessly to explore, develop, create, and analyze the role of social and emotional learning in schools. Dr. Brackett’s off-beat, data driven, and personable approach speaks to stakeholders on a number of levels and his work substantiates the claim that the microcosm that are public schools are the change agent needed to remediate societal ills for us all. Susan Payne is the founder of Safetotell, a national organization that studies, analyzes, and assists school districts in addressing the aftermath of school violence. Payne’s work seeks to support and understand the healing and protective measures that need to happen after a tragic event in our schools. If Brackett’s work is prevention, then Payne’s work is reaction. However much it pains me to think it, school violence (from simple shoving in the hallway to mass shootings) has become a part of what it means to attend school. It’s impos-
sible to explain the dread and fear you experience when you learn your own children had a “not drill” for an emergency event. Your mind does all sorts of terrible things. I thought about Sandy Hook. I thought about my own classroom. I thought about the unrealistic expectation that, as a teacher, we are expected to lay our lives down for our students as a condition of employment and my hope and faith that my own children’s teachers will do just that. I struggle with the turmoil of what it means to live and teach and have children in school during a period of history in our country when everything is so unsettled and so derisive. And, mostly, I worry. I worry about the system of education and how we fail students even when we succeed. We have failed to teach one another the value of kindness and the respect for human life that should be innate in all of us, should be a given hard, tight, thick stitch in the fabric of our society. My son and daughter were part of our school “not drill” this fall. Everything the district had set in place in case of such an emergency clicked into place, students were safe, students were protected, and the threat mitigated. The emergency action plan was solid. What the emergency action plan does not include is what to do with your children when they arrive home and they are still scared. When you have to explain to them that school is a safe place. I sat, tonight, on the side of my daughter’s bed and relived the
day with her. Her wide eyes and her unblinking stare shined with tears as she explained how she was at recess and the loudspeaker barked directions. She shared that she heard her teachers talking about it “not being a drill”. Her classmates were crying, she was “brave”. She wanted her mom because she was afraid and she still felt that fear in her belly tonight in her bed. She went on to say that her teachers were brave too. That she knew they were taking care of her. She expressed that her “superman superintendent” knew the plan and he kept her safe by helping the principals and teachers. But she didn’t know why this had to happen. She kept searching for a reason. I reassured her that she was safe because the emergency plan worked and everyone did his/her part to keep one another safe. Where I was lost, where I could not find words was why her day was filled with this anxiety, this sadness, this fear. An anguish filled me as I explained to my seven year old ballerina princess rock star that there are people in this world that want to harm children. There is illness in our world. I struggled to tell her that tomorrow she will be safe at school, that tomorrow she has grown ups who love her and want her to learn and grow and have a future. I struggle thinking about putting her on that bus in the morning and letting her go. I struggle even though I know that we have a number of measures in place, excellent and loving teachers and administrators, and leadership that prizes safety.
I struggle letting go of her seven year old innocence and watching her learn that the world, right now, is not a safe place. As a mother, a teacher, a board of education member, a community member, a wife, a student, and advocate, I see the problem clearly and in the raw. We have taught one another that kindness is a secondary action. We have acclimated to the sharp edges of our society and learned to live with the damage this does. We have desensitized ourselves. We no longer take the care we should with one another. We do not dialogue. We are not civil. We are a society forged and defined by the negatives of all that we are not. I realized that my children must be taught that there is love in this world and that both we and they must insist the world change to honor the needs of our most valued resource, our most sacred duty, all of what is to come next- our children. Prevention and reaction. Payne and Brackett. They are not divorced ideas. For me, they are one and the same. We must work to stabilize our communities with the work we do in school around our own social and emotional growth- educating parents, students, and the community about the importance of healthy and sound thinking and emotional responses. At the same time, we must work to address the ongoing crisis that is school violence by having strong and protective measures that ensure we keep our children and staff safe.
Planning for your Summer Professional Development? Don’t Wait Until the Last Minute Nicholas Caruso
Sr. Staff Associate for Field Service and Coordinator of Technology, CABE
Summer is a time when many boards of education spend time working on themselves through training, board evaluation or goal setting. This allows the board to work to improve
the team at a time when there is less pressure to get things done, and you can focus on the big picture. CABE staff is happy to work with your board to ensure board training will make the board more effective. Whether is a standard Roles and Responsibilities workshop, to some-
thing more focused, like goal setting or board evaluation, CABE has found that board members get a lot of value with an opportunity to talk amongst themselves in a facilitated discussion. Boards often use this time to hold a board retreat, which can encompass many of these opportunities, or be
used as a way to strengthen the personal relationships of the leadership team. For more information, contact Nick Caruso, Senior Staff Associate for Field Service and Coordinator of Technology (ncaruso@cabe.org) at CABE for additional information.
The Journal – Connecticut Association of Boards of Education | June, 2019
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See You in Court – The Nutmeg Board of Education
I is for Individual
Thomas B. Mooney, Esq. Shipman & Goodwin
The Nutmeg Board of Education makes many mistakes. The latest imbroglio created by the board will be reported here each issue, followed by an explanation of what the board should have done. Though not intended as legal advice, these situations may help board members avoid common problems.
The Nutmeg Board of Education is getting ready to close out its books for the 2018-2019 school year, and some of the new Board members are anxious about the possibility of ending the year in deficit. Veteran Board member Bob Bombast has been trying to calm them down, but others in the community have been claiming that the Board members will be personally liable for the additional funds if the budget is over-expended at the end of the year. Given the continuing concern, as its Chairperson, Bob called a meeting of the Board’s Finance Committee. “OK,” Bob started the meeting abruptly. “Mr. Superintendent, where do we stand on the budget?” “Well, it was a bad year for special education expenses, and we over-expended that account back in February. We also have had some unanticipated salary expenses, but we are holding our own in the fringe benefits, utilities, supplies, and the grounds maintenance accounts. It will be close, but if we tighten our belts and stop buying supplies, we have a fighting chance to end the year in the black.” New Board member Penny Pincher blanched noticeably when she heard Mr. Superintendent’s report. “Fighting chance? That scares me! I don’t get paid for this job, and I certainly don’t have the money to make up some deficit!” Bob tried to reassure Penny by noting that the Board ended the year in a deficit some years ago, and no one had to pay up. But Mr. Superintendent couldn’t leave well enough alone, and he explained that actually the Town had “loaned” the Board money that year from the following year’s appropriation to make up the deficit. Annoyed, Bob pointedly asked Mr. Superintendent to explain the problem with the special education account. Mr. Superintendent told Bob and Penny that more and more parents of children receiving special education services have been demanding and receiving ESY services. Now Penny was annoyed, asking what are “ESY” services and how much do they cost. Mr. Superintendent explained, “ESY stands for ‘extended school year’ services, and it means that some students receive services over the summer. It can be expensive!”
Mr. Superintendent’s response to Penny got Bob’s attention. “Well,” Bob announced grandly, “that’s not going to happen! We will hold school 180 days, period. That was plenty for me, and it should be enough for everyone else. If parents want summer school, they should pay for it. Mr. Superintendent, please pass on the word.” Mr. Superintendent tried to explain that special education is, well, special, and that the Board cannot just adopt blanket rules. But Bob and Penny were not to be dissuaded. Mr. Superintendent’s objections notwithstanding, Bob called for a vote of the Finance Committee, and by a two to none vote (the third member of the Finance Committee was absent) the Committee voted to limit Board-sponsored schooling to 180 school days per year. Will this new rule save Nutmeg money? • • • • • • • • • • • • • • • Not a chance. Such a blanket rule runs afoul of the special education laws, and in appropriate cases parents will obtain extended school year services one way or the other. Moreover, the Board has other problems, notably the failure to make budget transfers as required by statute. As to the special education issue, we start by noting that the first word of the Individuals with Disabilities Education Act (IDEA) is “Individuals.” A key principle of the IDEA is that school officials must consider the needs of children with disabilities on an individual basis. Blanket rules that dictate that children with X problem get Y or don’t get Z are inconsistent with the individual consideration that is required. Moreover, the IDEA requires that children with disabilities receive a “free appropriate public education,” or “FAPE.” Each word is significant, and such children are entitled to receive at no cost to their parents the services they need in order to receive an “appropriate public education.” That does not mean that school officials must provide children receiving special education whatever services their parents request. In 2017, the United States Supreme Court held in Endrew F. v. Douglas County School District Re-1 (U.S. 2017), that “[t]o meet its substantive obligation under the IDEA, a school must offer an IEP [individualized education program] that is reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” (Emphasis added). Board of education members, therefore, can inquire as to the standards district PPTs are applying, and
they can promote in-service education for PPT members in applying this standard appropriately. However, boards of education cannot impose restrictions on services to save money. Another problem here is the failure of the Nutmeg Board of Education to make transfers to assure that none of its line items go into deficit. Conn. Gen. Stat. § 10-222 was amended in 1998 to specify that persons other than the board members themselves may make line item transfers only “under emergency circumstances if the urgent need for the transfer prevents the board from meeting in a timely fashion to consider such transfer.” At the time the statute was so amended, some school districts had threatened to shut down before the end of the school year because they were projecting a deficit. As amended, Conn. Gen Stat. § 10-222 makes clear that budget oversight and concomitant transfers are a fundamental board of education responsibility. Happily, in 2013 the General Assembly amended Section 10-222 to provide further guidance, specifying that “line items” can be “broad budgetary categories including, but not limited to, salaries, fringe benefits, utilities, supplies and grounds maintenance,” and
boards should take this invitation to define “line items” broadly so that they may comply with the statute without getting lost in the weeds. Finally, concern over individual board member liability for over-expenditures is legitimate, based on dicta by the Connecticut Supreme Court in Board of Education v. Town of Ellington, 151 Conn. 1 (1963). There, the Court interpreted Conn Gen. Stat. § 7-349 to provide for personal liability of board members if they make unauthorized expenditures. However, there are no Connecticut cases imposing such liability on board of education members, and there may be indemnity for good faith actions under Conn. Gen. Stat. § 10-235 in any event. As long as board of education members exercise their oversight responsibilities in good faith (including making every effort to avoid authorizing over-expenditures), there is no reason to be concerned about personal liability. Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal. Shipman & Goodwin is a CABE Business Affiliate.
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 | June, 2019
The Journal – Connecticut Association of Boards of Education | June, 2019
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E-Rate: Is Your District Leaving Money at the Table? Doug Casey
Executive Director, Connecticut Commission for Educational Technology
Digital Learning Costs and Commitments
Your district has likely invested millions of dollars over the past few years to support digital learning. You are not alone. In Connecticut, approximately 70 percent of high schools and nearly 60 percent of middle schools now run 1:1 programs, where students have their own computer (usually a Chromebook) to use for coursework, collaboration, and research. From an operations perspective, schools depend heavily on the Internet, connecting them to critical systems that run finance and human resources as well as transportation, food services, security, HVAC, and even phones. The State has also provided support for digital learning, with more than $30M in funding awarded to districts during the 2014 and 2015 school years to connect to the Internet, build wireless networks, and purchase computers to support online learning and testing. The State-run Connecticut Education Network (CEN) provides every district with virtually unlimited, safe, and extremely affordable Internet connections. To help offset the cost of these connections, the federal Universal Service Administrative Company (USAC) Schools and Libraries Program, commonly known as “E-rate,” offers funds that cover up to 90 percent of service and equipment fees. Now in its twentieth year, the program helps ensure that all schools and libraries have access to affordable telecommunications and information services, especially those in disadvantaged communities.
Untapped Resources
Despite the opportunity that E-rate affords, our state has significantly underutilized the program. Since 2015, Connecticut schools have left a total of $22M in available matching funds untapped for Category 2 (internal network) services, with $8M set to expire this year. What can explain this shortfall, especially given the increasing dependence on high-speed connections to support digital learning as well as the financial challenges that boards face? To answer that question, the Connecticut Commission for Educational Technology surveyed district and library leaders on their use of the E-rate program.
Survey Says
Members of the Commission’s Infrastructure Advisory Council — who co-designed the survey and manage E-rate for their own schools and libraries — acknowledged several likely barriers to fully utilizing the program’s funds. Responses from more than 100 districts and libraries validated some of these assumptions and provided new insights that every board member should consider. You can read the Commission’s detailed report on E-rate attitudes and usage at http://bit.ly/CT-Erate, with the following high-level findings: • Common Barriers: Most schools cite a lack of matching funds — calculated based on the percent of students who qualify for free or reduced lunch — as the reason they do not fully utilize available E-rate dollars. Perhaps as a result, nearly 30 percent of districts do not use all of their Category 1 (Internet connection)
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For more information contact
CABE Search Services
Schools would not have to use the services of firms responding to the RFP, but the resulting bids would provide districts with better insights into fees and the cost basis for such services, possibly leading to price reductions. • Hardware Bid List: Similar to the approach taken for E-rate consulting services, a common bid list of frequently purchased hardware might prove helpful to districts. A master contract would help streamline purchasing for schools as well as the providers of these products. • Consortium Pricing: Libraries already benefit from the Connecticut Libraries Fiber Consortium by collectively bidding on data circuits and other E-rate services. Doing so for schools might also provide cost savings and transparency in pricing. • Training and Information Resources: Given the highly complex nature of the E-rate program, schools and libraries would benefit from the availability of training sessions and educational materials.
allocations. • Monopoly of Silos: Nearly all districts (80 percent) use the same third-party E-rate consulting firm, which services schools through individual contracts. About the same percentage of respondents (78 percent) say they are “Extremely Happy” with the services they receive from their consultant, another 18 percent are “Somewhat Happy.” • Complexity and Inefficiency: What may drive the need for third-party support are the reported technical and administrative complexities of fully leveraging E-rate. Districts appreciate their consultants because E-rate is hard to manage.
Opportunities
Based on districts’ use of the E-rate program (i.e., actual filing data from USAC); their responses to the state survey; and insights from members of the Commission and its Advisory Councils, several opportunities emerge as possible next steps to maximize E-rate funds for our schools. Among other next steps, the Commission is considering the following: • Efficiencies and Transparency in Consulting Services: Four out of five districts use the same consultant and find strong value in that firm’s services. Exploring efficiencies in procuring these services may bring about cost savings to school districts and would at least result in transparency of pricing. The Commission has considered creating a statewide request for services (RFP) for E-rate consulting.
Next Steps for Your District
Ensuring access to safe, fast, and reliable Internet access remains an essential condition to teaching and learning in today’s schools. The E-rate program exists for this reason, helping districts in an equitable way to offset one-time and ongoing network costs. Not surprisingly, the Commission and your own colleagues (see “Advice from Schools and Libraries,” starting on page 38 of the report at See E-RATE page 8
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The Journal – Connecticut Association of Boards of Education | June, 2019
The Media Message by John Henry Smith, Senior Public Relations Specialist, Baldwin Media Marketing, LLC
Getting the Media to Cover Your Positive Stories See Things the Way a Reporter Sees Them
Reporters get inundated with emails and calls every day asking for coverage of something. And, TV reporters usually have to go through a fair amount of effort to convince their management that a story is worth redirecting finite resources towards-- like news photographers, gasoline and airtime. With all that in mind, you’ve got to accept that your event/story idea won’t necessarily stand out from the rest just because YOU find it interesting. The event/ story idea has to be compelling to a broad audience. And, it usually must also be: NEW, HISTORIC or AN IMPORTANT PATTERN/PHENOMENA THAT HAS BEEN UNREPORTED UNTIL NOW.
Warm the Heart
Notice I used the word “usually” in that last sentence. That’s because most news outlets are also fond of running the occasional “feature.” These are stories about one-ormore person(s) who are engaging in an act or living their lives in such a way that inspires spirit and/or warms the heart. Let’s say, for example, the football team found a starving, threelegged dog on campus, proceeded to nurse it back to health and made it the team mascot. That’s an “awwwwww” story that --by the way--photographs well. Actively look for these
E-RATE
(continued from page 7)
http://bit.ly/CT-Erate) encourage the full use of available E-rate funds. You can begin by reviewing your district’s historical filings and awards by visiting the open data sets available at https:// www.usac.org/sl/, then look for “Tools,” then “FRN Status Tool.” The available tables will show your district’s applications for Internet connections and network hardware, as well as resulting awards and procurement dates. Consider using this data to start ongoing discussions with other district leaders around key technology-related questions: • Do we have a strategic plan that ensures meaningful use of our technology investments to support deep learning, effective
type of stories amongst your student body and faculty.
Be Spectacular!
Type “North Bergen [N.J.] High School Alien Play” into YouTube — if you haven’t done so already. To summarize, this school’s drama department put on a stage production of the horror movie “Alien” — using trash and recycled toys no less — that was SO amazing that the movie’s director, Ridley Scott, and star Sigourney Weaver reached out to congratulate them. Of course, they found out about the production because media outlets across the world ran the eye-popping video of the school’s incredible achievement. If NBHS could accomplish something so remarkable, your school(s) can too!
Help the Reporter Meet Deadline I’ve never been a print reporter, so I can’t tell you what their daily pressures are like. However, I have been a TV reporter, and I can tell you they are under the gun from the moment they walk in the station’s front door. Whether they work 3am11am, 11am-7pm, 3:30pm-11:30pm or some other shift, their work days’ progress in much the same way: 1. Get their story assignment(s) for the day. 2. Make a few phone calls to see about setting up interviews. instruction, and meaningful professional development? • What are each school and department’s connectivity needs to support that plan? • How have those needs changed — and likely evolve — over time with increased demand for broadband, more devices, etc.? • If our district has not taken advantage of available E-rate funding, why not? • If lack of matching funds or the complexity of managing E-rate seem to be barriers to using the program, what are the long-term opportunity costs associated with foregoing funding? What resources do staff need to maximize E-rate returns? • Is our district using E-rate awards as intended, to offset the
3. Drive (sometimes, many miles) to meet with the interview subjects. 4. Take pictures to use with your social media offerings on Twitter, Facebook, etc. 5. Drive to a location from which you can edit on a laptop and go live for one of the morning/noon/ evening shows (usually logging tape and or writing scripts on your smartphone if your photographer is driving). 6. Get your script done in time to get it to a manager for approval. 7. Edit a piece for the show. 8. Shoot a “looklive” intro and or tag to your piece so that it can run again in subsequent shows. 9. Grab something quick to eat if you have time (you often don’t). 10. Get to your next location (which, by the time you have almost reached your original “next” destination, has likely been changed to a new destination). 11. Repeat steps 2-8. 12. Go back to the station, make sure you turn in all company equipment, fill out any administrative paperwork and go home. All of this is supposed to get done in eight hours; it almost always takes longer than eight hours. A general assignment reporter’s life is quite stressful. More importantly for you, a general assignment reporter does not have a lot of time to do all cost of technology, or for other purposes? The Commission encourages you to start these conversations today. While complex and sometimes difficult to manage, E-rate nonetheless delivers significant value and return on
of the things he or she is asked to do. When trying to convince someone under that type of pressure to do your positive story, you’ve got a much better chance if you can: a. Bend Your Schedule a Bit to Accommodate Theirs — Remember: usually if TV reporters aren’t writing and editing their pieces 75 - 90 minutes before their show airs, they could be in danger of getting yelled at for potentially missing their deadline. b. Give Them Visuals and Stats — In our earlier three-legged dog example, you should have ready to give the reporter any still or moving pictures of the dog from the time he first arrived in his harrowed state. Or let’s say a reporter is doing a story about your school opening the state’s largest and most revolutionary 3-D printing lab. Have a sheet ready for the reporter detailing helpful facts like how much it cost, why it’s revolutionary, future plans for the facility, productivity rates for the machines, which corporations supported this effort, etc. With those facts in hand, the reporter will be able to get right to writing the story instead of putting the deadline in jeopardy by chasing those facts him or herself.
investment for districts, and administering the program does become easier over time. Given the financial challenges that most boards continue to face, make sure you take advantage of every dollar available to support your digital learning plan.
CABE Executive Director Bob Rader spoke with WFSB’s Susan Raff about school security since the Columbine shootings.
The Journal – Connecticut Association of Boards of Education | June, 2019
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Spring Meeting of Superintendents’ Administrative Professionals
Superintendents’ Administrative Professionals from across the state share best practices during Competitive Networking.
CABE Sr. Staff Associate for Professional Development and Communications Lisa Steimer facilitated the Competitive Networking exercise.
CABE Executive Director Robert Rader welcomed participants and thanked them for the work they do to support their districts.
C.O.P.S
What will provide YOUR district? • A policy manual updated within days of a board meeting. • Access to your policy manual 24/7 anywhere with Internet capability. • 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
CABE Deputy Director and General Counsel Patrice McCarthy provided an update on the Legislative Session and the impact on local school districts.
CABE Sr. Staff Attorney Rebecca Adams shared information about legal issues and responsibilities.
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The Journal – Connecticut Association of Boards of Education | June, 2019
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The Journal – Connecticut Association of Boards of Education | June, 2019
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THE POLICY CORNER Vincent A. Mustaro
Senior Staff Associate for Policy Service, CABE
Policy Direction Needed for Use of Voice Assistants in Classrooms
A new technology is making the transition from home use into some school classrooms. This technology is best known as voice-controlled “smart speaker” systems, commercially known as Amazon Alexa and Google Home. These voice-controlled personal assistants use artificial intelligence to learn and respond to the needs of users. These are internet-enabled devices which listen to what users say, send audio recordings to the cloud, translate that information into commands, and respond accordingly, providing users with a personal digital voice assistant. In homes, they are used to help automate many common tasks. Approximately 41 percent of U.S. consumers now own a smart speaker with voice-activation. While convenient, this technology raises the question of whether consumer privacy is at risk. These devices are programmed to listen for certain key words that initiate a response. After saying specific words or phrases the device is activated and records the individuals voice. The recording is transferred to an external server for analysis in order for the smart speaker to fulfill the individual’s request or to answer a question posed to it. These voice recordings are streamed and stored remotely. These types of devices will become further integrated into our world. Increasingly, more American consumers own these devices which perform many functions Therefore, it is necessary to understand how they work and what can be done to protect privacy.
Transition to Classroom Use
The use of voice-activated devices is now transitioning from homes into classrooms. Teachers are using them in some classrooms in a number of novel ways However, current classroom use is considered rudimentary. Some uses, described in professional literature, include the setting of classroom reminders, classroom games, whole class practice with math skills, spelling practice, and various classroommanagement activities. Among the few higher-order uses by educators include helping older students practice speaking and listening to a second language they are learning. Some students find the use of these devices to be fun and
“ The opportunities provided by a voiceactivated speaker may seem narrow, but in many K-12 classrooms, the ability to access information with immediacy is revolutionizing how students process and analyze things.” engaging while others found them to be unhelpful or distracting.“The opportunities provided by a voiceactivated speaker may seem narrow, but in many K-12 classrooms, the ability to access information with immediacy is revolutionizing how students process and analyze things,” stated Kate Roddy of Scoop News Group. Supporters of the use of these devices indicate that in an age where people can quickly search for information online and quickly receive answers, teachers are beginning to see a need to alter their methods for assessing what students know, proving an easily accessible stream of information for students who can ingest the data and use analytical skills to work with it. In the case of pure facts, instead of a teacher having to come up with answers to some student questions, the teacher can direct students to utilize this alternate resource. Educators using the devices promote digital fluency and prepare students for a technological world. Teachers using these devices in classrooms are generally enthusiastic about their impact.
Privacy Concerns Voiced
Currently, these devices are designed for consumer, not educational use. Moreover, groups, such as the American Civil Liberties Union, have voiced concerns about privacy. Given that these devices are essentially always listening, many, educators and consumers have grown concerned about the effects that voice command technology can have on privacy. Therefore, it is necessary for students, preparing to be digital citizens, to learn how to protect their personal information and ensure the
safe use of these devices. The U.S. Department of Education has not provided any formal guidance on the classroom use of voice assistants. The Family Educational Rights and Privacy Act (FERPA) was written in 1974, before artificial intelligence was an educational consideration. However, FERPA may apply in terms of student privacy and audio recordings. The classroom use of these devices, risk being not compliant with the Children’s Online Privacy and Protection Act (COPPA). This legislation protects the privacy of children under the age of 13. A voiceactivated device could collect data used for advertisements or purchase of a product. If the device will collect data from children under the age of 18, parental consent must be obtained prior to the use of the device. The Federal Trade Commission (FTC) has clarified that if a child is using his/her voice as a substitute for typing, for example, asking a question, in such a way that does not reveal any personal information, such as their name, it would not be considered a COPPA violation. The safest option remains to obtain parental consent before using a voice assistant device in the classroom. Another problem is that these systems are hackable. Further, law enforcement and government agencies could access recordings and other information generated by the devices and stored by their parent companies. Benjamin Herold reported in Education Week that “many privacy experts say K-12 educators may be jumping the gun by bringing these devices into the classroom before they’ve been properly vetted.” Others
have voiced concerns that the current products are not meant for the classroom.
Policy Implications
Voice-assisted artificial intelligence is a significant area of technological innovation. This technology may provide opportunities for enhancing classroom experiences and student engagement. It’s inevitable that these devices will augment learning, offering another means of delivering information and facilitating instruction. We are in the early stages of true artificial intelligence. As it becomes a larger presence in homes, students will grow more familiar with voice command technology and find new applications for it. Teachers now see children coming into their classrooms with familiarity with these devices. Moreover, many teachers utilize these devices in their homes. However, training must be provided in order to utilize these devices properly in the classroom instructional setting. “From kindergarten to high school, educators want to balance privacy with student enthusiasm for the devices’ capabilities,” says Patrick Hales, an assistant professor of education at South Dakota University. As long as there are policies in place and conversations with parents, we’re going to see greater use of these devices, in the same way as Chromebooks. Technology vendors, aware of the educational use of these devices, will develop voice assistants designed for education which don’t pose the same privacy and legal risks as the classroom use of currently available consumer devices. At that time, it remains to be seen how educators leverage them to improve student learning. Until that time, think carefully before jumping on the voice assistant bandwagon. Policy, #6141.3271, “Voice Assistant Devices” and its accompanying administrative regulation pertain to this topic and are available upon request. The policy contains two options for districts to consider. The first option does not permit the classroom use of these devices. The second option permits their use and indicates some specific conditions to be met. The administrative regulation provides guidelines and suggestions to consider if approved for classroom use.
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The Journal – Connecticut Association of Boards of Education | June, 2019
Meet the CABE Area 7 Director We began profiling the CABE Area Directors in the JanGeorge Kurtyka uary issue of the CABE Journal. CABE Area Directors and Co-Directors serve on the CABE Board of Directors and provide a vital communication link with the CABE Board of Directors and regional and local boards of education. This month, we profile Area 7 Director George Kurtyka (Derby). What made you want to join your local Board of Education?
KURTYKA: I was originally elected to the Board of Taxation in 2007. At first I did not understand where all the money went to run our school system. When budget approval time came around, the room was full of parents, teachers and even students with signs, to have us fund the Derby Public
School system. All the outpouring of support to fund our schools impressed me. When my term was up, I was “recruited” to fill a vacant position on the Board of Education to assist with the Board of Education Budget process. How long have you served on your local Board of Education? KURTYKA: I have been on the Derby BOE for ten years. I was appointed to fill a vacancy in 2009 and have successfully been elected in each election since. What are you most proud of in your work on your local Board of Education? KURTYKA: When I was appointed, the first issue was all-day kindergarten. The superintendent at the time was not in favor of an all-day kindergarten. With the assistance of numerous parents, who came to the meetings with facts and statistics, the Board of Education approved the all-day kindergarten for the Derby Public School District. We have funded the program every year since then. Now
with the upcoming budget being presented to the Board of Taxation for the 2019-2020-budget year, the same board I served on in 2007, things have changed. The threat of not fully funding our Derby Public Schools is a danger. The fight will be on to convince our Tax Board to fully fund our programs. I am in for this fight, just as I was back in 2010. There is a fine balance between our taxpayers and our school community. We understand the difficulty that our taxpayers face every day. We all make sacrifices but do not sacrifice public education! Why did you join the CABE Board of Directors? KURTYKA: My Superintendent, Dr. Matthew Conway, approached me at the annual CABE/CAPSS Convention two years ago and advised me that there was an opening in Area 7. Because of my passion for public education in Derby, I should “broaden my horizons” and learn what other school districts do for public education. Well, I certainly have and appreciate all the support that CABE gives our Directors to bring back to our districts.
What do you see as the most important work CABE does? KURTYKA: CABE is a voice for all school districts in the state. When there are issues with the State of Connecticut properly funding our schools across the state to legal issues or changes in the law that affect public education, CABE is in the forefront. It represents the interest of public education throughout this state. Looking back to when you first joined your local Board of Education, what one piece of advice would you give to the newly elected you? KURTYKA: Do not be afraid to ask questions. The more questions you ask, the better informed you are. When I was first appointed to the BOE to fill a vacant position, I do not believe I spoke for the first few meetings because I did not know what to say. Ask a lot of questions, visit the schools, attend school events, and get to know everyone in your schools from administrators, teachers, students and parents. Start off running. I have and I still am running!!
The Journal – Connecticut Association of Boards of Education | June, 2019
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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 Participated in the last of the three CABE/CAPSS Board Chair/ Superintendents Forums. z Presented CABE Leadership Institute. z Attended CREC Council meeting to troubleshoot potential issues as the Council used CABE-Meeting for the first meeting. z Staffed first meeting of CABE/ CAPSS Convention Workshop Subcommittee meeting. z Provided policy information in response to 58 requests for policy information were provided to 28 districts, one RESC and two newspapers on 52 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 attendance and truancy issues, board-superintendent communications, crowdfunding, disposal of books and equipment, harassment issues, student conduct, and cybersecurity.
B y helping school boards to increase student achievement: z Sent via email listserv three issues of “Policy Highlights” covering topics that affect student achievement. This included student journalism classes, students of military personnel, graduation requirements, gifted students, classroom acoustics, and “life-ready skills.” z Provided Lighthouse training for the Greenwich Board of Education.
B y attending Professional Development to strengthen staff knowledge and skills: z Took part in Anti-Defamation League webinar on antisemitism. z Participated in CT Society of Association Executives (CSAE)
webinar on Plan It, Stage It, Sell It. Stay on Message As You Step to the Podium. zT raveled to Finland to visit schools and meet with education officials. zP articipated in NSBA Council of School Attorneys (COSA) webinar on sponsorships in school districts. zA ttended legal seminar presented by Shipman and Goodwin. zA ttended Pullman and Comley collective bargaining and labor and employment symposium. zA ttended Connecticut Bar Association program on public Family Medical Leave Act (FMLA) and Americans with Disabilities Act (ADA) developments and decisions.
B y promoting public education: zA ttended CAPSS Board of Directors meeting and CAPSS meeting of retired superintendents.
B y ensuring members receive the most up-to-date communications: zA ttended meeting of the Litchfield County Superintendents. zM et with Sprague Superintendent Dave Erwin, who has become the RESC Alliance’s Liaison. zP rovided webinar on the budget and other pending legislation. zA s part of the Custom Policy Service, materials were prepared for Danbury, Enfield, Montville, Sharon and Woodbridge. Entered into contract to develop a new policy manual for Montville.
B y providing services to meet member needs: zP articipated in meeting regarding professional development with Trinity College and Connecticut Council of Municipalities (CCM). zM et with two potential CABE Business Affiliates. zA s part of the Custom Update Service, materials were prepared for East Hampton, New Fairfield, the Gilbert School, Newington and
Sterling. z Completed the audit of the policy manual of the Falls Village (Canaan)Public Schools. z Entered into an agreement to do an audit of the manual of the Ridgefield Public Schools. z Responded to 64 requests for legal and labor relations research and information from 31 districts, two RESCs and three law firms. Hot Topics included: • Assessing when reduced work schedule or intermittent leave is not a “reasonable accommodation” under the ADA because attendance and course load is essential to the ability to perform the job; • Stipends for tools and equipment for students attending technical high schools; • Challenges of employment verification forms and process; • Parameters of the Minimum Budget Requirement; • Meeting communication expectations and norms; • Social media monitoring and investigating complaints of bullying, harassment, and discrimination; • The limited rights of parents to opt out of curriculum, explicit in statute, does not include evolutions science curriculum; and • Teacher requests for personnel files. z Superintendents’ Administrative Professionals Workshop – Legal Issues Presentation and Q and A on a broad range of topics zP rovided workshop for Amity Region 5 on roles of leadership team and related legal issues - student discipline, FERPA, harassment and bullying differences, expulsion process, and complying with the FOIA. z Provided Superintendent and Assistant Superintendent contracts to four districts. -
B y helping districts operate efficiently and conserve resources: z Added new sample policies and made revisions to existing policies
in CABE’s resource file of sample policies. z Provided contract analysis for non-certified employee contracts regarding language to address the elimination of mandatory agency fees by the Janus case. z Performed contract insurance, salary, and benefits analysis for nine districts. z Participated in non-certified contract negotiation session with the Plymouth Board of Education and the UAW (paraprofessionals and secretaries).
B y representing Connecticut school boards on the state or national level: z Worked with the Connecticut Voices for Children’s Initiative on College and Career Readiness and the Campaign for a Working Connecticut. z Helped Northeast School Boards Associations in discussing concerns about NSBA. z Attended Quinnipiac University preparation discussion of CABE, CAPSS and others presentation at the school’s upcoming Opioid Summit. z Attended SERC’s Dismantling Systemic Racism conference. z Attended the Teacher of the Year’s Council 2019 Empowered to Lead Symposium. z Attended SDE’s Connecticut Principal Preparatory Program workshop on equity. z Attended Connecticut Association of Schools (CAS) Board of Directors meeting. z Attended State Board of Education meeting. z Represented CABE at Connecticut Association of School Business Officials’ (CABSO) Vendor Day. z Chaired meeting of the Digital Learning Advisory Council of the Connecticut Commission for Educational Technology.
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The Journal – Connecticut Association of Boards of Education | June, 2019
The New England Secondary School Consortium Conference Patrice McCarthy
Deputy Director and General Counsel, CABE
The New England Secondary School Consortium Conference “Lead and Learn for Equity” featured a workshop on a teacher apprentice program used to increase equity and empower student leadership. The program, developed at Lindblom Math and Science Academy in Illinois, identifies high school students who have exhibited maturity, responsibility and subject matter interest and pairs them with a mentor teacher where they serve as teacher apprentice. The year-long program provides a teacher apprentice with increasing levels of responsibilities, culminating in creating and teaching lessons. The general structure of the program includes: 1st quarter Build relationships Icebreakers – build community with the students Support teacher logistics (greet latecomers,
absentees) Teacher observation notes 2nd quarter Plan/lead academic warm ups; report back to teacher Create student support tools Analyze student work 3rd quarter Plan mini-lessons Offer review sessions Plan and teach a 100 minute lesson 4th quarter Continue to create and teach lessons Reflect on the year Plan orientation for next year’s Teacher Apprentice Program (TA) Challenges Encountered: • Ensure mentor teachers have time to plan with teacher apprentices • Help teacher apprentice understand what it means to be proactive
• Growing and developing the program while maintaining a consistent vision and set of expectations The structures that were developed to support the program include identifying a course code for the teacher apprentices, which could be independent study, an honors peer mentorship, or a departmental elective. There was also the need to develop policies with respect to confidentiality of student work and disclosures by students to their teacher apprentices. Sustaining the program is
dependent upon identifying an individual committed to running and organizing the program; developing an application and interview process, and utilizing a curriculum and assessment system focused on the skills you are attempting to cultivate in the teacher apprentices. Supports for teacher apprentices and their mentors include orientations, twitter communications, observations and monthly update emails. This program provides the opportunity for students to have hands-on experience in the classroom, and hopefully leads to cultivating a more diverse educator work force.
“ The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” – Dr. Martin Luther King, Jr.
The Journal – Connecticut Association of Boards of Education | June, 2019
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CABE 2019 Collective Bargaining and Labor Relations Workshop – May 14, 2019
CABE Deputy Director and General Counsel Patrice McCarthy, CABE Sr. Staff Attorney Rebecca Adams Rieder and Shipman & Goodwin attorneys Kevin Roy CABE Sr. Staff Attorney Rebecca and Richard Mills presented on Adams Rieder moderated sessions the state of negotiations. at the May 14 program.
DUES FROZEN
(continued from page 1)
tablished a “Development Committee” chaired by Bryan Hall. The committee will help the Association by raising funds to help ameliorate any deficit the budget may contain. Others volunteering to serve on the committee include Michael Purcaro, VP for Government Relations, Liz Brown (Waterbury), VP for Professional Development; Chris Wilson (Bristol); Federal Relations Chair Becky Tyrrell (Plainville), Associate Director Eileen Baker (Old Saybrook) and Past President and NSBA Director Lydia Tedone (Sims-
Region 4 Superintendent Ruth Levy and Pullman & Comley Attorneys Stephen Sedor and Melinda Workshop participants were enKaufmann presented on best prac- gaged and asked many questions tices relative to work with CHRO. of presenters.
bury). Dues notices were sent to Board Chairs, Superintendents and School Business Officials the week of May 20. In other action, the Board: • made a special presentation to Immediate Past President and 2018 Distinguished Service Awardee Ann Gruenberg (Hampton) [see related article, page 1]; • adopted a Statement of Intent, a follow-up to the work done in the series of workshops on the Board Chair/Superintendent relationship hosted by CABE and CAPSS. There will be more on this in an upcoming Journal;
•h eard a report on the Legislative Session from Deputy Director and General Counsel Patrice McCarthy; •h eard reports from Robert Mitchell and Bob Rader on their participation in recent CABE and National School Boards Association (NSBA) activities. It was also noted that a social-emotional learning (SEL) survey from Yale Center for Emotional Intelligence Professor
Council 4 AFSCME, AFL-CIO Staff Representative Anthony Bento; Town of Enfield Director of Human Resources Steven Belinda; and New Haven Public Schools Director of Human Resources Lisa Mack presented on the Janus decision.
Dr. Marc Brackett of the Yale Child Study Program is being sent to all board members and superintendents across the State; • heard about upcoming CABE programs; • received a report on NSBA by Lydia Tedone; and, • heard about other activities across the State from Area Directors.
CABE’s Unemployment Cost Management Service CABE has partnered with
Corporate Cost
Control
The CABE Board of Directors met on May. 7.
Did You Know?
For the price of CABE dues, your board and superintendent are eligible for: • Unlimited tailored workshops on issues such as FOIA, roles and responsibilities, board self-evaluation, and goal setting. • Unlimited advice on key educational issues from knowledgeable, expert professionals who have great experience in helping boards better serve their communities. • Unlimited telephone legal consultation from experienced in-house attorneys.
to offer support through a number of services to reduce costs and save staff time. Services include training and education, claims processing, charge auditing, hearings representation and budgeting/reporting.
For more information you may visit our website at http://www.cabe.org/page.cfm?p=1198 If you have questions or would like to receive a quote, contact Teresa Costa at CABE at 860-571-7446 or email tcosta@cabe.org
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The Journal – Connecticut Association of Boards of Education | June, 2019