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.