The CABE Journal - May 2023

April State Board of Education Meeting

The annual Condition of Education report was reviewed by the State Board of Education during its last meeting.

From the report:

• Connecticut’s student enrollment increased for the first time in over a decade. The enrollment is increasingly diverse (i.e., 51.4 percent are students of color) and with greater educational needs (i.e., 16.7 percent are students with disabilities and 8.8 percent of students are English learners) than just five years ago. Adult education enrollment also increased by 21 percent from 2020-21 to 2021-22.

• The racial/ethnic composition of the teaching force is also increasingly diverse. The percentage of educators of color has increased from 8.2 percent (approximately 4,370 educators) in 2015-16 to 10.6 percent (5,700 educators) in 2021-22. Ajit Gopalakrishnam, SDE’s Chief Performance Officer, shared that in this academic year the number of diverse educators has increased to 11.2 percent. The number of fulltime equivalent certified staff grew from 2020-21 to 2021-22, with the largest increases (by percent) in central office administration, instructional specialists who support teachers, and counselors, social workers, and school psychologists.

• The chronic absenteeism rate grew from 19.0 percent in 202021 to 23.7 percent in 2021- 22.

CABE Engages at the National Level

Patrice McCarthy Executive Director & General Counsel, CABE

At the recent Annual Conference of the National School Boards Association Connecticut leaders again served in many key roles. During the NSBA Delegate Assembly, where the Beliefs, Policies and Resolutions of the Association are adopted annually, CABE was represented by delegates President Liz Brown (Waterbury), First Vice President Leonard Lockhart (Windsor) and Vice President for Government Relations Meg Scata (Portland) as well as alternate delegates, Vice President for Professional Development John Prins (Branford) and Immediate Past President Donald Harris (Bloomfield). Meg Scata also served on the Credentials Committee, and John Prins served on the Elections Committee.

CABE’s belief statement on Anti-Hate Speech, which calls on school districts to actively respond to incidents of hate language, was readopted overwhelmingly.

were also readopted, including:

• Civility, which calls upon public officials at all levels of government to model civil discourse, and for school boards to provide opportunities for students to develop their skills in collaborative engagement, conflict resolution, and consensus building.

• School Safety and Crime Prevention, which calls upon Congress to provide greater and sustained resources for local programs that are critical to school safety, including school resource officers, school counseling, interagency coordination, and mental health services.

• Individuals with Disabilities

Bills have been voted out of committee and are jockeying for debate time on the floor of each chamber. Many bills remain “works in progress” and hallway conversations, emails and negotiations continue to influence the outcome of the many issues.

Legislators rely on a bills file copy at this stage. A file copy is the legal language of the bill with any substitute language out of committee, along with a fiscal analysis on implementation at the state and municipal level, as well as a research analysis that takes into account how the bill will effect existing programs or be establishing new programs.

Please reach out to your legislators to impact the outcome on issues effecting your district. Look for more up to date information in our weekly email of Advocacy Highlights.

Sheila McKay Sr. Staff Associate for Government Relations, CABE

Sheila McKay Sr. Staff Associate for Government Relations, CABE

PRESIDENT COMMENTARY A Lot to Celebrate Post-Pandemic

Elizabeth Brown President, CABE

Headlines across the country scream “National Champions!”

UConn Huskies win their fifth national championship – Huskies Nation endures. Connecticut celebrates the amazing Huskies basketball team today, April 8, as I write my article for the May CABE Journal. The theme of celebration is fitting as school districts edge closer to the final days of the school year. Student talent and hard work shine in school concerts, and drama productions, and seniors work hard to prepare for final exams and look forward to graduation celebrations.

Most districts have passed budgets for next year, although several face public referendums and public scrutiny. Boards of Education, like spring renewal, see the fruits of strategic planning, goal setting, and constant vigilance in the celebrations and accomplishments of students in the final months of school.

The theme of Celebration ribboned throughout the recent NSBA conference attended by CABE leadership. It was an honor and privilege to represent CABE at the conference and be among board members from across the country.

The program offered so many wonderful workshops it was difficult to select which ones to attend with limited time. Workshop topics included: Empowering Students for Life Beyond the Classroom; Understanding the Role and Responsibilities of Being a Board Member; Managing the Media in Turbulent Times: Increasing Student Voice; Are Your School Policies Fair? These demonstrate the broad spectrum of topics critical to good board governance.

I will take a point of personal privilege to congratulate CABE members who presented at two conference workshops. Executive Director and General Counsel Patrice McCarthy and Senior Staff Attorney Conrad Vahlsing led a workshop on Ten Best Practices to Avoid Liability that informed a packed audience on how to avoid potential lawsuits and what board members need to know to prevent legal actions. Also, Patrice McCa-

rthy, Past President Don Harris and I led a discussion on Modeling Civility in Your School District – certainly a current topic at many board meetings across the country. Berlin Board Chair Julia Dennis, Superintendent Brian Benigni and Board Member Kari Sassu presented The Relationship Between Decsion-Making and Oppression.

At both workshops, attendees were open about demanding situations and sometimes disruptive behaviors of board members as well as public speakers. It was disheartening to hear stories from boards facing combative, outspoken citizens, and in some instances hate speech against LGBTQI students and individual teachers.

Boards are certainly on the front lines of the culture wars and hopefully, our workshop presented tools to prevent and deal with these situations. Creating a community culture of tolerance and inclusiveness, listening to all stakeholders, and being proactive models of “civility” build the blueprint for a civil, democratic governance structure. We can all be proud of the ongoing, thoughtful work CABE is doing to raise these important topics to boards in Connecticut!

The theme of Celebration continued with the election of the new NSBA President Kristi Swett, from Utah Kristi energized the audience with her acceptance speech and vision for NSBA as the leading voice for public education in the country. She analogized the movie Apollo 13’s desperate attempt to save the ship from disaster with “makeshift materials” found in the spaceship after an oxygen tank explosion destroys critical machinery. Although school districts do not face imminent extinction, the idea of bringing everyone together to solve problems and utilize existing resources, talents, and opportunities resonates with all Boards. Boards of Education may not be landing a spaceship on the moon, but certainly prepare future astronauts, scientists, teachers, elected officials, lawyers, and entrepreneurs that make a strong country. As Mark Twain famously said, “ Out of the public schools grows the greatness of a nation.”

Connecticut school districts indeed have a lot to celebrate in this

post-pandemic era. As districts, boards, superintendents, and teachers face ongoing challenges, parents and the broader community have come together to keep the ship orbiting and landing safely. May bursts with color and Mother Nature embraces with warm, sunny days. Enjoy and participate fully in all your district celebrations!

CABE ENGAGES

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Education Act (IDEA), calling on Congress to meet the federal funding commitment.

Connecticut leaders were also involved in delivering several professional development opportunities during the Conference.

• CABE President Liz Brown, Immediate Past President Don Harris, and Patrice McCarthy presented a workshop on “Modeling Civility in Your School District”.

• Patrice McCarthy and Conrad Vahlsing presented a workshop on “Ten Practices to Avoid Legal Liability”.

Leonard Lockhart was elected to serve a three year term on the NSBA Board of Directors representing the Northeast Region.

Lydia Tedone, Past President of CABE and a member of the Simsbury Board of Education, concluded her term on the NSBA Board of Directors representing the Northeast Region, and will now serve on the Board as the Chairman of the National American Indian/Alaska Native Council of School Board Members

Donald Harris served on the National Nominating Committee and Liz Brown served on the Northeast Region Nominating Committee.

Congratulations Leonard and Lydia!

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

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

Board of Directors

EXECUTIVE COMMITTEE

Elizabeth Brown | President, Waterbury

Leonard Lockhart | First Vice President, Windsor

Meg Scata | Vice President for Government Relations, Portland

John Prins | Vice President for Professional Development, Branford

Lon Seidman | Secretary/Treasurer, Essex

Donald Harris | Immediate Past President, Bloomfield

Anthony Perugini | Member at Large, Cheshire

Lydia Tedone | NSBA Director, Simsbury

AREA DIRECTORS

Marion Manzo | Area 1 Director, Region 15

Douglas Foyle | Area 2 Co-Director, Glastonbury

Tyron Harris | Area 2 Co-Director, East Hartford

Jay Livernois | Area 4 Director, Woodstock Academy

Dan Cruson | Area 5 Director, Newtown

Janice Cupee | Area 6 Co-Director, Stratford

Lee Goldstein | Area 6 Co-Director, Westport

George Kurtyka | Area 7 Co-Director, Derby

Robert Guthrie | Area 7 Co-Director, West Haven

Lon Seidman | Area 8 Director, Essex

Carol Burgess | Area 9 Co-Director, Montville

Bryan Doughty | Area 9 Co-Director, New London

ASSOCIATES

Eileen Baker | Associate, Old Saybrook

Ann Gruenberg | Associate, Hampton

Anthony Perugini | Associate, Cheshire

Robert Mitchell | Associate, Montville

Joseph Wilkerson | Associate, Bloomfield

COMMITTEE CHAIRS

Becky Tyrrell | Chair, Federal Relations, Plainville

Ethel Grant | Chair, Resolutions, Naugatuck

Jaime Barr Shelburn | Chair, State Relations, East Lyme

CITY REPRESENTATIVES

A. J. Johnson | City Representative, Hartford

Yesenia Rivera | City Representative, New Haven

Versha Munshi-South | City Representative, Stamford

STAFF

Patrice McCarthy | Executive Director and General Counsel

Nicholas Caruso | Senior Staff Associate for Field Services and Coordinator of Technology

Jody Goeler | Senior Staff Associate for Policy Service

Sheila McKay | Senior Staff Associate for Government Relations

Lisa Steimer | Senior Staff Associate for Professional Development and Communications

Conrad Vahlsing | Senior Staff Attorney

Wendy DeBarge | Coordinator of Finance and Administration

Pamela Brooks | Senior 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 Digital Communications

Nancy Propfe | Administrative Assistant for Membership Services

Corliss Ucci | Receptionist and Assistant to Executive Director CABE Journal (ISSN 1092-1818) is published bi-monthly by Connecticut Association of Boards of Education, 81Wolcott Hill Road, Wethersfield, CT 06109. Periodicals postage Paid at Hartford, CT.”

POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association members dues include a subscription for each Board Member, Superintendent, Assistant Superintendent and Business Manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE.

CABE Affiliate Members

BUSINESS AFFILIATES

VALEDICTORIAN

Connecticut Business Systems –A Xerox Company

Finalsite

SALUTATORIAN

Berchem Moses PC

Shipman & Goodwin

HIGH HONORS

Pullman & Comley

HONOR ROLL

JCJ Architecture

Kainen, Escalera & McHale, P.C.

Newman/DLR Group

SCHOLAR

Brown & Brown Chinni & Associates, LLC

Coordinated Transportation Solutions

Dattco, Inc.

ESS

Franklin Covey

The Lexington Group Perkins Eastman

Public Agency Retirement Services (PARS)

The S/L/A/M Collaborative

Zangari Cohn Cuthbertson

Duhl & Grello, P.C.

EDUCATIONAL AFFILIATES

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

Booker T. Washington Academy

Cambridge International

Capitol Region Education Council (CREC)

Connecticut Alliance of YMCAs

Connecticut Arts

Administrators Association

Connecticut Association of School Business Officials (CASBO)

Connecticut School Buildings and Grounds Association (CSBGA)

Connecticut School Counselor Association

Connecticut Technical High Schools

Cooperative Educational Services (C.E.S.)

EASTCONN

EdAdvance

Explorations Charter School

Great Oaks Charter School

Integrated Day Charter School

ISAAC

LEARN

Live Girl

Odyssey Community School, Inc.

Relay CT

The Bridge Academy

EXECUTIVE DIRECTOR COMMENTARY Building Our Networks

Patrice McCarthy Executive Director & General Counsel, CABE

A network of support is critical to maintain our effectiveness in promoting public education and meeting the needs of all students.

Through CABE’s board chair check-in and listserv, school board leaders connect with each other and share best practices and challenges. They develop relationships – in person and virtually – that provide support and guidance. CABE staff participates to learn and provide updates. CABE recently instituted a virtual Policy Round Table under the leadership of Senior Staff Associate for Policy Services Jody Goeler to provide similar support to school board policy chairs.

Members of the CABE Board Directors reach out to newly elected board members and board chairs to connect them to CABE resources. They serve as ambassadors to promote strong board leadership.

CABE hosts twice yearly meetings for superintendent’s administrative professionals, in addition to their listserv. These front line professionals are eager to acquire the latest information on legal and legislative issues and communication strategies, as well as to share best practices with each other.

Our students are also a great source of wisdom and an important part of our network. CABE’s Summer Leadership Conference and annual CABE/CAPSS Convention provide the forum to hear student priorities and be inspired. They serve as a reminder of why board members and superintendents take on the challenges to provide education opportunities for all students.

CABE staff also benefits from our regional and national network of colleagues. NSBA’s State Association Counsel meet regularly by Zoom, and annually in person, to share expertise and experiences. This is the only group of lawyers that serve the same constituencies as Conrad and I –your school board association and its members.

State association staff who deliver professional development and policy services have similar work alike groups. Lisa Steimer was recently instrumental in creating a

network of education communication professionals in New England, meeting the needs of school districts and state association staff.

We have much to learn from our colleagues, and the time spent developing and supporting our networks – formal and informal –yields great personal and professional benefits. Networks enable us to get fresh ideas and gain a new perspective, in addition to developing long lasting personal relationships. I urge you

STATE BOARD MEETING

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The chronic absenteeism rates increased the most for White and Asian students, though these groups still demonstrate lower chronic absenteeism rates than students from other racial/ethnic backgrounds.

Gopalakrishnam and John Frassinelli, SDE’s Division Director of the Bureau of Health, Nutrition, Family Services and Adult Education shared the 2021-2022 Report on Student Discipline in Connecticut Public Schools. As stated in the report, data from 2019-20 and 2020-21 has not been included in the report. In summary:

• From 2018-19 to 2021-22 (pre-to post-pandemic) the total number of in-school suspensions decreased by 20 percent while out-of-school suspensions increased by 5.8 percent.

• While some incident categories showed substantial declines from pre-pandemic 2018-19 (i.e., school policy violations declined 16.4 percent, sexually related behavior declined 18.8 percent, and theft related behaviors declined 15

to foster your existing networks and take the opportunity to form new connections.

percent), other categories showed substantial increases (i.e., property damage increased 48.5 percent and weapons increased by 62.0 percent).

• In 2021-22, over 34,600 students (6.5 percent) or approximately one out of every 15 students statewide, received a suspension or an expulsion. Disparities remain in these suspension rates between Black/African American and Hispanic/Latino students and their White counterparts. While one out of 25 White students received at least one suspension, one out of 8 Black/African American students and one out of 12 Hispanic/Latino students experienced the same sanction. In other words, Black/ African American students are more than three times as likely and Hispanic/Latino students are more than twice as likely as their White counterparts to be suspended or expelled. The likelihood of higher suspension for students of color as compared to White students has declined slightly over the years but remains high, especially for Black/ African American students.

See You in Court – The Nutmeg Board of Education

The Nutmeg Teacher Evaluation and Support Plan

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, veteran member of the Nutmeg Board of Education, often receives complaints from parents about teachers. He does his best to help parents understand that there is a chain of command and that Board members should not get directly involved in addressing problems with teachers. However, it seems to Bob that the number of complaints has grown each year, and he decided that the Nutmeg Board should take action.

Before bringing his concerns to a public Board meeting, Bob called Ms. Superintendent to ask how she makes sure that teachers are held accountable. Ms. Superintendent described the training that administrators receive on teacher evaluation and progressive discipline. But, she explained, the complicated procedures set forth in the district’s Teacher Evaluation and Support Plan makes it very difficult for administrators to move on marginal teachers.

Bob was intrigued. “Who approved that plan and what can we do about it?” Bob asked. He was surprised, therefore, to learn that he and the Board had approved the plan some years before. “Well, if we approved the plan, we can certainly ‘unapprove’ it and come up with something with more teeth.”

Bob then called a couple of Board members with his concerns and his plan to recommend that the Board replace the current plan with a plan that gives administrators greater ability to move weak teachers out. Fellow Board member Penny Pincher predicted a major fight with the Nutmeg Union of Teachers (NUTS) over any changes that would provide for greater accountability for teachers. But Board member Mal Content told Bob that he was all in for changing in the teacher evaluation and support plan.

At Bob’s request, Mr. Chairman included “Revision of the Nutmeg Teacher Evaluation and Support Plan” on the agenda for the Board meeting last night. Before the Board even got to that item, however, NUTS Representative Bruno and two teachers excoriated Bob and the Board during Public Comment for even thinking

about touching the Nutmeg Plan. Bruno described it as a “masterpiece of collaboration” between the Union and the Board, and he vowed to take the Board to binding arbitration if it proposes any significant changes in the plan. The teachers who spoke warned the Board that changing the plan to “target teachers” would exacerbate the teacher shortage.

When the Board finally got to the agenda item, Bob proceeded as planned, unmoved by the comments from Bruno and the teachers. “We have a big problem in Nutmeg,” Bob started, “and that problem is an overly-complicated teacher evaluation plan. We want teachers to succeed, of course, but when we get these parent and student complaints about poor teachers, the Superintendent should be able to step up and terminate their employment.”

Bob then passed out a marked up copy of the Nutmeg Teacher Evaluation and Support Plan with major edits that would leave the Superintendent in complete control of the process.

Given the comments of the Union and the teachers, some of the Board members were unsure at first whether to go along with Bob’s revisions, and Ms. Superintendent urged the Board to be cautious and move slowly on such an important matter. But cajoling from Bob and Mal carried the day, and the Board approved Bob’s revisions to the Nutmeg Teacher Evaluation and Support Plan.

Did the Nutmeg Board of Education have the legal right to take the action it did?

••••••••••••

As described below, boards of education are authorized to approve and periodically revise teacher evaluation and support plans. But boards of education must exercise that authority in accordance with statute, which was not the case here.

The problem in Nutmeg was that Bob and the Board revised the teacher evaluation and support plan unilaterally. Conn. Gen. Stat. § 10-220a(b) provides that boards of education must create a professional development and evaluation committee (PDEC). This committee is charged with various responsibilities, including the development, evaluation and annual updating of a comprehensive local professional development plan for certified employees and for paraeducators, as well as “participation in the development or adoption of a teacher evaluation and support program pursuant to section 10-151b.”

Section 10-151b, in turn, provides that boards of education must adopt

the teacher evaluation and support plan “by mutual agreement” with their local PDEC. If there is no such agreement with the PDEC on a proposed plan, boards of education are permitted to adopt the model plan established by the State Board of Education, but again only by mutual agreement with the PDEC. If there is no such mutual agreement, boards of education may then adopt a plan unilaterally, provided the plan is consistent with the guidelines for teacher evaluation established by the State Board of Education.

Board of education members should know that the teacher evaluation process is likely to undergo fundamental changes in the coming year. Under consideration is the recommendation by the Educator Evaluation and Support Council 2022 (the successor to the Performance Evaluation Advisory Council) that the State Board of Education make significant revisions in the guidelines for teacher and administrator evaluation. Board members and superintendents will have important new responsibilities in this process.

As board members and superintendents prepare to take action in response to the new guidelines for teacher evaluation, it may be helpful to consider the following points.

First, board members may want to

review and revise the current membership structure of the PDEC for their districts. In recent years, the responsibilities of the PDEC have changed, including the requirement now that the PDEC develop professional development plans for paraeducators and that it consider “priorities and needs related to student social-emotional learning and restorative practices . . . .” While boards of education are required to include on PDEC committees at least one member appointed by the teachers’ union and one member appointed by the administrators’ union, the statute otherwise authorizes boards to include on PDECs “such other school personnel as the board deems appropriate.” As they see fit, boards of education may provide for the inclusion on the PDEC of paraeducators and/or teachers or other professional staff with special expertise in social-emotional learning.

Second, there is no duty to negotiate over the terms of the teacher evaluation and support plan. Conn. Gen. Stat. § 10-153d(b). To be sure, the bargaining representatives of teachers and administrators each have the right to appoint at least one member to the PDEC, and boards may wel-

Ninth Edition 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.

It’s Personal

Relationships fuel success. We earn your trust by taking your success as personally as you do. However you define value, Shipman delivers.

Shipman’s school law lawyers have over 50 years of experience, and represent over 100 public school districts, as well as public school member organizations and associations, on the broad range of legal issues that school districts confront. We call on lawyers experienced in school law, special education, employment law, labor relations, intellectual property, data privacy, construction and environmental issues, and business contracts to provide effective and efficient legal assistance for our clients.

It all adds up to a relationship that delivers added value for each of our school district clients. Our Practice Group Co-Chair, Tom Mooney, has written

teachers, administrators and board of education members throughout

CABE: Working for YOU

Individualized Workshops | Professional Development Opportunities

Legal Services | Policy Services | Representing You Statewide and Nationally

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

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

z Responded to 72 requests for policy information from 33 districts, providing sample materials on policy topics. Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest were those pertaining to Cybersecurity, Directory Information, Civility, and Weapons and Dangerous Instruments.

z Provided support to board members and central office administrators regarding policy matters.

z Facilitated a virtual Policy Matters Roundtable for Board of Education Policy Chairs. This was attended by 11 board members/administrators from the districts of Hartford, Marlborough, Newtown, Norwich, Preston, Region 1, Region 18, Somers, and Woodbridge. This will be held on a quarterly basis.

By providing services to meet member needs:

z Facilitated Board Chair Check-In.

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

z Prepared materials, as part of the Custom Policy Service, for East Hampton, The Gilbert School, New Fairfield, Sterling and Westbrook

z Currently assisting Canterbury and Granby Boards of Education with their superintendent search. Assisting Preston Public Schools with a Middle School Principal search.

z Completed a superintendent search for East Hartford Public Schools.

z Responded to a variety of legal inquiries from members.

z Provided webinar on the work of the CGA Education Committee

z Facilitated a board retreat on communicating facilities needs to the public for the Portland Board of Education.

z Presented a CABE Bonnie B. Carney Award of Excellence for Educational Communications to the Glastonbury Board of Education.

z Discussed potential training for a student advisory board for the Hartford Public Schools.

By helping school boards to increase student achievement:

z Sent one issue of “Policy Highlights” via e-mail list serve covering topics that affect student achievement. This issues topic discussed Developing AI Guidelines.

By attending Professional Development to strengthen staff knowledge and skills:

z Attended NSBA Council of School Attorneys Seminar.

z Participated in NSBA State Association Counsel meeting.

z Participated in NSPRA webinar on Reframing the Conversation About

Child and Adolescent Vaccinations

z Participated in webinar on Using Artificial Intelligence Strategically

z Participated in quarterly New England School Public Relations Association (NESPRA) member check-in.

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

z Participated in calls with state school board association executive directors.

z Provided workshops at the NSBA Annual Conference on Avoiding Liability” and “Promoting Civility.

z Attended NSBA Delegate Assembly.

z Attended press conference on educator evaluation and support changes.

z Participated in NSBA Northeast Region virtual meeting.

z Attended State Board of Education meeting.

z Participate in meeting with CCM and CRCOG regarding municipal job vacancies.

z Participated in state school board association convention managers meeting.

z Participated NESPRA conference planning meeting.

z Participated in a meeting of CT members of NESPRA

z Taught a class on school board relations to a superintendent certification class at Sacred Heart University

z Attended meetings of the Board of Directors, the Ship Committee and the Education Committee for Discovering Amistad.

By helping districts operate efficiently and conserve resources:

z Posted policies online, as part of the C.O.P.S. Program for Derby, New Fairfield, Cheshire, Monroe, Somers, Ridgefield Public Schools and the CABE CORE Manual.

SEE YOU IN COURT

(continued from page 4)

come their input. However, Bruno or NUTS would have no right to demand negotiations over the plan, let alone bring a dispute to binding arbitration.

Finally, the coming school year will be a year of transition. On March 1, 2023, the State Board of Education extended the Flexibilities in implementing the teacher evaluation and support plans for the 2023-2024 school year. These Flexibilities may be adopted in local and regional districts by mutual agreement between the district PDEC and the board of education. Given the significant changes proposed for the guidelines for teacher evaluation for 2024-2025, the coming year will be a time for learning and developing plans based on the new guidelines for teacher evaluation so that they may be implemented faithfully starting July 1, 2024.

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.

BOOK DISCUSSION: “Why Are All the Black Kids Sitting Together in the Cafeteria?’

Patrice McCarthy Executive Director & General Counsel, CABE

The CABE Diversity, Equity and Inclusion Committee recently selected Why Are All the Black Kids Sitting Together in the Cafeteria? by Dr. Beverly Daniel Tatum as their common read. Members of the CABE Board of Directors and staff were also invited to participate.

In March, the group was delighted to have Dr. Tatum join them for their virtual discussion of the book. Dr. Tatum shared that her mother was a school board member. Dr. Tatum served from 2002 to 2015 as the ninth president of Spelman College, the oldest historically black women’s college in the United States. Prior to that she was a professor of Psychology at Mount Holyoke College, also serving as department chair, Dean of the College and Interim President. During the past year she returned to Mount Holyoke College to again serve as interim president.

Dr. Tatum discussed how the

culture of silence around race issues is contributing to calls for removal of books and limitations on curriculum.

“You can’t fix what you can’t talk about”. In response to questions about what school boards can do to create an inclusive environment she emphasized the importance of supporting school leaders who are creating a supportive school culture and serving as allies. Dr. Tatum discussed the “A, B, C’s” as:

• affirming identity

• belonging through building community

• cultivating leadership

By reaching out to others with differences we can attempt to reengage with them and create a sense of inclusion in order to move forward on behalf of all students. Even among people who disagree, acknowledging that various viewpoints have been heard is critical. Recognizing that our collective fate is intertwined, reflect on who is in the circle and outside the circle, and what we can do to make the circle bigger to include more voices.

Dr. Tatum maintains a spirit of

optimism about the effectiveness of talking about racism and teaching others to do the same.

CABE AT NSBA DELEGATE ASSEMBLY

The CABE participants appreciated the opportunity to engage in this discussion with the author.

Representing CABE at the NSBA Delegate Assembly were First Vice President Leonard Lockhart (Windsor), Immediate Past President Donald Harris (Bloomfield), President Liz Brown (Waterbury), NSBA Representative Lydia Tedone (Simsbury), VP for Professional Development John Prins (Branford), VP for Government Relations Meg Scata (Portland), and CABE Executive Director and General Counsel Patrice McCarthy

NSBA Representative Lydia Tedone (Simsbury) opened the NSBA Delegate Assembly by leading the Pledge of Allegiance.

May 26 is Connecticut’s Get Outside and Play for Children’s Mental Health Day

Conrad Vahlsing Sr. Staff Attorney, CABE

Last year’s Public Act 22-81 requires the Governor to annually proclaim May 26 as Get Outside and Play for Children’s Mental Health Day

According to the Act, the purpose of the commemoration is “to raise awareness about issues relating to children’s mental health and the positive effect that being outdoors has on children’s mental health and wellness.”

The commemoration is just a small part of the state legislature’s recent attention to children and mental health, as there have been a number of laws enacted over the past two years that have addressed the topic, including:

• Public Act 22-81 (An Act Expanding Preschool and Mental Behavioral Services for Children)

• Public Act 22-47 (An Act Concerning Children’s Mental Health)

• Public Act 22-80 (An Act Concerning Childhood Mental and Physical Health Services in

School)

• Public Act 21-46 (An Act Concerning Social Equity and the Health, Safety and Education of Children)

And those Public Acts do not even contain every legislative change on the topic over the past two years.

As for the May 26 proclamation, Connecticut is not the only state to enshrine such a day into law, but rather is part of a trend occurring in other states (Utah, California, Maine, Florida, Texas, and New Jersey are just a handful of states with similar commemorations). However, Connecticut’s tie-in to outdoor play and exercise is less common among the proclamations.

Nationally, the Substance Abuse and Mental Health Services Administration (an offshoot of the U.S. Department of Health & Human Services) has been designating a shifting day in early May as “The National Children’s Mental Awareness Day” since the early 2000s.

Going even further back, since

1945 the month of May has been designated as Mental Health Awareness Month by the national non-profit organization, Mental Health America. As a point of Connecticut pride, that organization’s founder was Clifford W. Beers, born in New Haven and a Yale graduate. He founded the group in 1909.

As for Connecticut schools districts’ responsibility in commemorating May 26, the schools must hold “[s]uitable exercises” on the day. Under the law (contained in Sections

11 and 12 of the Act), if May 26 is not a school day, the commemoration should occur either on the preceding school day or on any other day the local or regional board chooses.

As an assist, the Connecticut State Department of Education is required to annually notify districts about the day, and in that notice provide suggestions or materials for such “suitable exercises” in observance of the day. Under the law, the CSDE is required to offer this notice begining with 2022-23 school year.

Note that the annual May 26 proclamation is separate from the 2021 law regarding students’ mental health wellness days. Under Public Act 21-46, and having started with the 2021-22 school year, local and regional districts are required to allow students in grades K-12 two absences where “a student attends to such student’s emotional and psychological well-being in lieu of attending school.” However, under that law, students are not permitted to take these mental health wellness days on consecutive school days.

THE POLICY CORNER Boards Have the Opportunity to Create a “Thinking Classroom”

Jody Goeler

Sr. Staff Associate for Policy Service, CABE

One could reasonably ask why CABE’s Senior Policy Associate would find it valuable or even necessary to attend a workshop on Building Thinking Classrooms in Mathematics sponsored by the Connecticut Association of Public School Superintendents (CAPSS) and Partners for Educational Leadership. Was it a simple act of nostalgia or me pining for those days as a public school educator that led me to Peter Liljedahl’s workshop at the Lyceum in Hartford, or was there something else? And perhaps the toughest question – how did I suddenly become the oldest person in the room?

If, as Liljedahl’s research suggests, thinking is a precursor to learning, and if learning is central to the mission of our schools, it should follow that learning about the essential elements of a “thinking classroom” would be something everyone in a district pursues. What kinds of opportunities do such classrooms provide for students? How do teachers make those opportunities accessible to all students? What would a Board’s policy manual include in a district that supports “thinking classrooms”? What would the Board’s homework policy demand? How clear is the Board’s policy ranging from its support of professional development and its commitment to providing access to a wide range of books and other resources to students? What are the Board’s beliefs regarding teacher support and evaluation? Does the Board’s policy support teacher creativity and risk-taking? Do all children have a sense of belonging? Do all children see themselves in the books available to them?

I have to admit, I didn’t become a teacher because of an unbridled passion for school board policy. However, as I continued my journey, I began to understand that my professional life in the classroom, my school, and my district was impacted daily by Board policy. Taking that a step further, I began to understand that the best districts – those districts remaining focused on improving instruction, up-

dating curriculum, and supporting the whole child – were those where one could see a clear through line from the Board’s policy work, its decisions as to where to allocate its finite resources and choose and support a superintendent who understands and supports learning.

can also discourage the practice of failing students for incomplete or undone homework assignments and instead consider the worthiness of the assignments handed out in the first place. Where many homework policies appear preoccupied with counting hours and focusing on accountability,

narrative for the way it conducts its business on behalf of its students and families. Boards aware of its role as policy makers have the opportunity to create a “thinking classroom” through line from the Board’s vision to the student in the classroom. Policy can provide that voice, which helps determine how and who we hire, the curriculum we teach, the instructional practices we deploy, the assessments we give, the skills and dispositions we value in our staff, and the manner in which we develop and evaluate those we place before our students.

The “thinking classroom”, according to Liljedahl’s research, looks different from those we may have known through our own experiences in the classroom. One would see children working in groups of three standing around vertical erasable whiteboards, which allowed for frequent (and much required in my case) correction and revision. Positioning these work stations around the periphery of the classroom provided the teacher the ability to see everyone, observe our progress, and make strategic moves to move our thinking along. As an aside, it is worth noting that at no time did I see a single teacher, coach, principal or superintendent look at a cell phone, which made me wonder whether cell phones are a source of distraction or more a symptom of a lack of interest and engagement in the classroom. Sitting in many meetings and workshops over the years, it would be unprecedented to see no one on a cell phone at any given time.

In post-pandemic 2023, after committing ourselves to build back better, Boards of Education can play a critical role to advance learning by strengthening and aligning its three critical roles: choosing the superintendent, developing policy, and allocating resources. In its policy role, Boards can commit to moving beyond the impulse of shifting away from things unfamiliar by focusing, for example, on ways to block new technologies from students instead of supporting ways of effectively embedding them in instruction. Homework policies

a policy aligned with a Board’s vision, articulating its beliefs about thinking and learning, can systemically improve practice across the district.

Policy is the means to an end. In effect, policy provides the district

For me, this was time well spent, even if I did have to come to grips with being the oldest person in the room, and my knees did hurt a bit after all that standing.

Policy provides the district narrative for the way it conducts its business on behalf of its students and families.

CABE PARTICIPATES IN NSBA CONFERENCE

Is Your Team More Like Lasagna or Ravioli and Meatballs?

Nicholas Caruso

Sr. Staff Associate for Field Service and Coordinator of technology, CABE

In my job I’m often looking for new ways to get people to think about leadership teams and recently I thought about leadership and food; specifically, lasagna compared to ravioli and meatballs.

Both contain a combination of pasta, cheese, meat and sauce; but are distinctly different. Both taste great! As I see it, the main difference is that one has separate components that each bring something to the table (pun intended) but can be compared to silos, each separate and distinct. The lasagna is a rich amalgamation of all of them combined. So, how does your team work?

There is great value in each board member bringing their own unique diverse thoughts, beliefs and perspectives to the table. After all, boards are comprised of different people, by design, and the process for getting elected allows a board to have a variety of people with different skillsets. Your superintendent also brings skills and talents that are very much a part of the leadership team. Collectively, all add to the greater good. However, in my experience, great things happen when the team gels and combines their assets into a synergy that takes the best of all, focusses efforts into a common vision and works collectively to achieve that vision; more like the lasagna.

So, if a board wants to become more cohesive and aspires to be more lasagna-like, how can they get there?

• Have a board retreat. Board members that take time to get to

know each other and learn about each other better appreciate the benefits their colleagues bring to the table. They also tend to be more successful in guiding their districts to increased achievement.

• Establish a clear vision. Goals must be fully agreed upon (not just the words, but also the intent). The more goal-centric the board is, the better. Goals that are more lasagna-like, blending the aspirations of all team members into one “vision” tend to support that vision much more readily. Goals that aren’t aligned with each other and the needs of the district will not spark the support necessary for success.

• Assess the separate members of the team, and how they relate (including the superintendent) to each other. Have frank conversations about what each member of the team is looking for and what they have to offer each other. This will require board members to check their egos at the door. While we each contribute to the team in different ways, the end product is beyond what one individual could do. Can you function with a team greater than the sum of all parts, or are you a collection of silos each working towards a different future?

Communication, collaboration, and a willingness to work together for the greater good are all crucial for any team to thrive. TRUST is important to

every team, but not everyone necessarily agrees on its meaning. These ideas need to be considered by your team to come up with a working agreement on what leadership will look like in your

district.

If you would like help in developing your team, please reach out to CABE Field Services for assistance in facilitating your next retreat.

Did you know that as a CABE member, your District has 24/7 access to the strategic communications services of Baldwin Media?

With more than 20 years of experience working with public schools, don’t do it alone

Over the years, Ann has partnered with countless Boards of Education and Superintendents navigate through a variety of issues, from getting out in front of budget referendums, personnel issues, social media challenges, school safety, etc

Assisting with district messaging for internal and external stakeholders and serving as the conduit between your “issue” and the media, she is here to help you manage the message

CABE Executive Director and General Counsel Patrice McCarthy, Immediate Past President Donald Harris (Bloomfield) and President Liz Brown (Waterbury) presented a workshop, Modeling Civility in Your Districts.

CABE Sr. Staff Attorney Conrad Vahlsing and Executive Director and General Counsel Patrice McCarthy presented a workshop, Ten Practices to Avoid Legal Liability.

Representing CABE at the NSBA Conference were (L. to R.) VP for Government Relations Meg Scata (Portland), Immediate Past President Donald Harris (Bloomfield), President Liz Brown (Waterbury), CABE Executive Director and General Counsel Patrice McCarthy DEI Consultant Martha Brackeen-Harris, VP for Professional Development John Prins (Branford). Not pictured NSBA Director Lydia Tedone (Simsbury).

CABE President Liz Brown (Waterbury), third from left, joins the other state association presidents on the main stage of the NSBA Conference.

“Leadership is always about people.”

– Simon Sinek