CABE Journal - September 2012

68 33 25 7

('8&$7,21

$'92&$&<

7+(

www.cabe.org

-2851$/

&RQQHFWLFXW $VVRFLDWLRQ RI %RDUGV RI (GXFDWLRQ 7KH /HDGLQJ 9RLFH IRU &RQQHFWLFXW 3XEOLF (GXFDWLRQ Vol. 16, No. 8

September 2012

³2XW RI WKH SXEOLF VFKRROV JURZV WKH JUHDWQHVV RI D QDWLRQ ´ 0DUN 7ZDLQ 1RY

1,000 new school readiness slots created

State Board approves network schools Patrice A. McCarthy, Deputy Director

Chris Seymour

and General Counsel, CABE

Reporter, CABE

In an effort to provide increased access to early childhood education â&#x20AC;&#x201D; and help turn around struggling school districts in the process â&#x20AC;&#x201D; state officials recently announced that 1,000 new school readiness slots have been identified and awarded to providers throughout Connecticut as a part of the education reforms Governor Dannel P. Malloy supported earlier this year, according to a press release from the Governorâ&#x20AC;&#x2122;s office.

The slots â&#x20AC;&#x201D; most of which will be allocated to what Malloy called â&#x20AC;&#x153;highneeds areasâ&#x20AC;?â&#x20AC;&#x201D; will go to nearly 40 communities, with Bridgeport (130) and Hartford (64) receiving the most. Other communities receiving large readiness allocations include Meriden (58), New Haven (53) and Norwalk (50).

Last springâ&#x20AC;&#x2122;s education reform law, targets $6.775 million in new funding for increased access to high-quality early childhood education.

The new school readiness slots will be administered through the Connecticut School Readiness Program, a Department of Education initiative designed to provide for, and increase access to, highquality preschool for children ages three See 1,000 page 8

Welcome back to school!

Education Reform update James Marpe, Acting Chair, Westport and Secretary Treasurer, CABE Elaine Whitney, Secretary, Westport Area 6 Co-Director, CABE

The New Educator Performance Evaluation and Support System: What Do Board Members Need to Do Now to Prepare for Statewide Implementation in 2013-2014?

CABE has been fortunate to be a major voice in educational reform in Connecticut and will continue to be an active part of the dialogue going forward. One piece of that role has been CABEâ&#x20AC;&#x2122;s participation in the Performance Evaluation Advisory Committee (PEAC) and its Working Groups, which were charged with developing a new system for educator perfor-

mance evaluation and support in Connecticut.

Three members of CABEâ&#x20AC;&#x2122;s executive leadership team and four of CABEâ&#x20AC;&#x2122;s board members served on PEAC and/or one of the four Working Groups: Teacher; Administrator; Pupil Personnel Services; and Implementation.

It was rewarding to work collaboratively with highly dedicated and experienced practitioners and representatives of other education-related organizations, including CAPSS, CAS, CEA, and AFT. From the start, there was clear consensus on the key goals of inspiring educators toward continuous improvement, elevation of their profession, and supporting them in those efforts. We also actively See EDUCATION page 15

The State Board of Education recently approved the applications of four schools for inclusion in the Commissioners Network for 2012-13. The schools that were invited to apply face the most significant challenges in the state. The approved schools are Curiale School in Bridgeport, Milner School in Hartford, High School in the Community in New Haven and Stanton School in Norwich.

Each of these schools will receive between 1-1.5 million dollars in the first year.

Prior to approval, the school districts worked closely with the State Department of Education staff to develop a turnaround plan for the schools. Those plans address family/community, school See STATE page 2

INSIDE THIS EDITION CTCEFâ&#x20AC;&#x2122;s annual conference ................ 4 See you in court ................................... 5 Student records ................................... 6 Legal briefs .......................................... 7 Court rules on threatening speech ....... 7 CABE Board of Directors and Staff ............................................ 9 Report to the Membership ..................10 Media Message .................................. 13 Schools canâ&#x20AC;&#x2122;t reject blueberries .......... 14 CABE: working for YOU ..................... 17

CABE welcomes new members CABE welcomes the Avon, Milford, Orange, Southington and Tolland Boards of Education and their superintendents to our 2012-2013 membership. CABE is your Association and we are here to serve you!

â&#x2DC;&#x2026;Avon

â&#x2DC;&#x2026;Tolland

â&#x2DC;&#x2026;Southington â&#x2DC;&#x2026; Orange â&#x2DC;&#x2026;Milford

81 Wolcott Hill Road Wethersfield, CT 06109-1242

of Boards of Education Inc. Connecticut Association

Periodical Postage PAID Hartford, CT

2

The Journal

– Connecticut Association of Boards of Education • September 2012

PRESIDENT COMMENTARY

School bells ring with a new sound While walking in my neighborhood, I asked three neighbor children playing in their yard, about returning to a new school year. “I’m so excited”, bubbled the first grader, because “I love reading and meeting new friends.” Her fourth grade sister echoed, “recess is my favorite, so is math and I like when my teachers pay attention to me.” Not to be outdone, the pre-schooler stated “I just like school!” Their father watching in the backround, without hesitation said “they’re ready.”

Education Lesson 101: Turnaround Schools: The State Board of Education’s approval of the Commissioner’s Network, which includes four urban schools in

“This unparalleled achievement will be about the historic ‘turnarounds’ of four schools in four neighborhoods will . . . . promote the culture of success that protects and promotes educational opportunity — and that excites every child, every September.”

Bridgeport, Hartford, New Haven and Norwich, should be recognized as a groundbreaking, as it will provide a holistic approach to improving the lowest performing schools in the lowest performing districts.

These schools can become where: • every child can have the same opportunity to echo sentiments not unlike the children on my street.

• parents can become engaged in their children’s education.

• teachers can make meaningful strides in improvement of instruction.

• principals and administrators can achieve meaningful progress under their leadership.

• Boards of Education can embrace the needed reform legislation to ensure struggling schools can become successful schools.

The Commissioner should be applauded for setting in motion the initiative to support, guide and develop the strategies of intervention. Praise should be given to the Boards of Education, Superintendents, labor unions and

People in the News Patrice A. McCarthy has been named a member of the Connecticut Bar Association Education Law Section Executive Committee.

The American Society of Association Executives (ASAE) recently announced that Lisa Steimer, Sr. Staff Associate for Professional Development, was renewed as a Certified Association Executive (CAE). The CAE is the highest professional credential in the association industry. Less than five percent of all association professionals have earned the CAE. Elizabeth A. Napolitano, Administrative Assistant to the Wallingford Superintendent of Schools and Clerk of the Board of Education, has been elected Vice President of the National Association of Educational Office Professionals (NAEOP).

parents, as their efforts and collaboration have been embraced by their communities.

Every major stakeholder represented, answered the call from their lowest performing schools. The Lydia Tedone Commissioner’s Network provides a tremendous amount of promise, as an innovative and strategic approach to an urgent overhaul of failing schools.

Reforms similar to the ones that will be established in Commissioner’s Network schools have been proven successful in other states since they are based on getting commitment to reform, a sense of urgency and utilization of best practices. Their success in large urban districts illustrates the possibilities of what can happen in these schools.

The Commissioner’s Network is not about power, but about school improvement and community engagement.

This unparalleled achievement will be about the historic “turnarounds” of four schools in four neighborhoods that will, in the end, promote the culture of success that protects and promotes educational opportunity — and that excites every child, every September.

State Board approves network schools (continued from page 1) environment, leadership, teachers/support staff, use of time, curriculum/instruction, and use of evidence/data.

Several of the plans include provisions for up to three hundred hours of additional instructional time, through a combination of extended day and year. In order to make the instructional time sustainable, in some cases staff will come in 44 minutes before the regular opening time and other staff will come in 44 minutes after the regular opening time, thus adding 88 minutes to each school day without extending teacher schedules.

The Milner School will partner with Jumoke Academy, a Hartford charter school, and will add 34 additional instructional days, as well as Saturday academies. They will also explore ways to increase the school year by 35 days. The New Haven plan adds 240 additional hours to the school year, with 140 of these hours used for teacher professional development. Their goal is to move from “mass production to mass personalization” for their students.

Students will not be advanced a grade based on seat time, but rather will progress by demonstrating mastery on subject specific tests. The Stanton School in Norwich will also add an additional hour per day of instructional time beginning on November 1. In September and October, the additional time will be used for professional development, enabling them to “front load” the teacher training and professional development.

Most of the plans also include provisions to develop a faculty that strongly supports the turnaround plan. At Curiale School, for example, in years 2 and 3 only teachers rated proficient or above will remain at the school. State Department of Education staff will work closely with the schools as they implement the improvement plans.

CABE Board of Directors EXECUTIVE COMMITTEE Lydia Tedone .................................................. President, Simsbury Richard Murray ............................. First Vice President, Killingly Ann Gruenberg ........... VP for Government Relations, Hampton Stephen Wright .... VP for Professional Development, Trumbull James Marpe ................................ Secretary/Treasurer, Westport Don Blevins ........................................... Immediate Past President John Prins ........................................................... Member at Large

AREA DIRECTORS Susan Hoffnagle ....................... Area 1 Co-Director, Winchester Mari-Ellen (Mimi) Valyo ........ Area 1 Co-Director, Winchester Daniel Santorso ........................... Area 1 Co-Director, Plymouth Becky Tyrrell ....................................... Area 2 Director, Plainville Laura Bush ............................................. Area 3 Director, Vernon Gavin Forrester .............................. Area 6 Co-Director, Stratford Elaine Whitney ............................. Area 6 Co-Director, Westport Michael D’Agostino ....................... Area 7 Co-Director, Hamden Sheila McCreven ..................... Area 7 Co-Director, Woodbridge John Prins ...................................... Area 7 Co-Director, Branford Robert Ruggiero ............................ Area 8 Co-Director, Madison Pamela Meier ................................ Area 8 Co-Director, Madison Gail MacDonald ............................. Area 9 Director, Stonington

ASSOCIATES Eileen Baker ........................................... Associate, Old Saybrook Sharon Beloin-Saavedra .......................... Associate, New Britain Gary Brochu ........................................................ Associate, Berlin Robert Guthrie .......................................... Associate, West Haven Cal Heminway ................................................... Associate, Granby COMMITTEE CHAIRS Robert Mitchell ........................ Chair, State Relations, Montville Beverly Washington ................. Chair, Federal Relations, Groton Becky Tyrrell ................................... Chair, Resolutions, Plainville

CITY REPRESENTATIVES Bob Trefry .................................. City Representative, Bridgeport Matthew Poland ........................... City Representative, Hartford Michael R. Nast ....................... City Representative, New Haven Polly Rauh .................................... City Representative, Stamford Charles Stango ........................... City Representative, Waterbury

STAFF Robert Rader ...................................................................... Executive Director Patrice McCarthy ................................ Deputy Director and General Counsel Bonnie Carney ........................................... Sr. Staff Associate for Publications Nicholas Caruso ............................................ Sr. Staff Assoc. for Field Service and Coord. of Technology Sheila McKay ............................ Sr. Staff Associate for Government Relations Kelly Moyher ......................................................................... Sr. Staff Attorney Vincent Mustaro ..................................... Sr. Staff Associate for Policy Service Lisa Steimer .............................. Sr. Staff Assoc. for Professional Development Teresa Costa ............................... Coordinator of Finance and Administration Pamela Brooks ......................... Sr. Admin. Assoc. for Policy Ser. /Search Ser. Terry DeMars .............................................. Admin. Assoc. for Policy Service Melissa Dickinson ........................... Admin. Assist. for Membership Services Gail Heath ...................................... Admin. Assoc. for Government Relations Wilmarie Newton ...................................... Admin. Assoc. for Labor Relations Corliss Ucci .............................. Receptionist/Asst. to the 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: bcarney@cabe.org.

Members can find the CABE Journal online at: www.cabe.org/ userlogin.cfm?pp=84&userrequest=true&keyrequest=false& userpage=84

The Journal

3

– Connecticut Association of Boards of Education • September 2012

EXECUTIVE DIRECTOR COMMENTARY

Retirement speech for Anne L. Bryant Anne Bryant, Executive Director of the National School Boards Association, will be retiring at the end of September.

Anne has been a wonderful advocate for public education and the work of school boards and superintendents.

At the annual meeting of the state association executive directors in New York City, on July 31, I had the honor of giving a retirement speech for Anne on behalf of all of the executive directors. I thought you would enjoy reading the speech.

Those of us who have served as executive directors know and have known Anne Bryant for years. I don’t want to go through her whole biography or talk about the individual services, programs and activities she worked on at NSBA. Instead, I want to talk about how effective Anne has been as a representative of all of us.

But, before I do, I want to mention that Anne Bryant came to NSBA the same year I came to Connecticut, 1996. She had been executive director of the American Association of University Women, a national organization advancing equity

for women and girls in education, the workplace, and the family.

Anne was the first and, at least as of today, the only female executive director of NSBA. And, we all noted, her voice was nowhere as… sonorous as her predecessor, Tom Shannon. She made up for that with her ability to address critical educational issues, in writing, television and especially in her speeches at NSBA General Sessions.

As Anne entered her first year, she put us through a series of strategic planning sessions, much as we have done this year, in order to determine what state associations and school districts needed from NSBA. She did much listening and she distilled what she learned, then taught it to us.

The essence of the lesson: boards of education must be two things: the advocates for increasing student achievement in the education system and the conveners of the community.

When we look back on our careers, all of us would like to be able to point to specific services or programs that we created or strengthened. Sometimes these new ideas become the touchstone of one’s career.

In Anne’s case, however, it was her consistent fostering of this idea about the roles and the responsibilities of boards of education. She understood that the way to promote public education is by ensuring the schools give the public what it so desperately wants: high quality education, carried out at the level closest to parents, taxpayers and others in each community. Boards must convene the community to get the support of the schools that is necessary to provide high quality education.

And, the public wants to see the public schools succeed.

The power of the idea that public

education is the unifying factor in holding our diverse society together is not Anne’s alone, nor has she claimed that it was.

But, the power to express this concept and make it count has been one of her greatest strengths.

Anne’s forte was and still is, her ability to enter a room and be recognized as a key supporter of public education—with the understanding that that includes the good, the bad and the ugly (and I’m not specifically talking about anyone in this room). She talks about all the good in public education… and the bad. She extols the thousands of local districts which do really well in connecting the will of the community to the education of their children, thanks in part, to all of the people in this room.

When she talks about those districts which are in trouble, which fail to increase the achievement of their students and which lack the resources to provide students with the well-rounded education every child needs, she does it in a thoughtful way, explaining why things are as they are—and talking about how we can do things better.

Anne has brought her own style and graciousness to the position—whether she was wearing a beautiful scarf or not.

Her presence indicated class and depth.

Her thoughtfulness and caring easily comes through. And, we have all been touched by that.

Her advice is warmly received by board members and superintendents, the Learning First Alliance and certainly by top government officials, going back to the Clinton Administration. An ability to develop warm relationships is something all execs need to develop and we have had a master teacher before us for years.

Anne, your effectiveness all of these years is part of the glue that has held NSBA together and, has made boards of

Robert Rader

education that much stronger over the years. Holding the diverse people in front of you together, no matter how imperfect that is at times, is a continuous, difficult responsibility and we thank you for how hard you have tried—and the many times in which you succeeded.

I will always think back to Anne coming on board when I think of the years I have put in as an exec. I know many of you can remember the first time you heard her voice on the phone, at an orientation or maybe at a Summer Institute. And, how we might think about our own legacies as we think back to the little and the big things she has done.

And we will remember the many times when you stepped forward to help our associations, our members and often ourselves personally over those years.

While writing this, I kept thinking about the Henry the Fifth speech in which he talks about his army. He talks about how closely bonded people who go through a trial or a battle become.

As the executive directors wish you well in the next part of your fabulous career, Anne, I think I can say that “we few, we [usually] happy few, we band of brothers and sisters” who have striven mightily to promote public education and our local associations, thank you for the many years of committed service, dedicated mentoring and warm friendship you have given us. And wish you only the best!

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER ACT, Inc. - Northeast Region Finalsite GOLD

MEMBERS

Berchem, Moses & Devlin Connecticut Business Systems Shipman & Goodwin Siegel, O'Connor, O’Donnell & Beck, P.C Sullivan, Schoen, Campane & Connon

SILVER MEMBERS Anthem Blue Cross and Blue Shield Corporate Cost Control Lindburg & Ripple Milone & MacBroom, Inc. Ovations Benefits Group Quisenberry Arcari Architects The Segal Company Trane BRONZE PLUS MEMBERS Blue Ribbon LLC Brown and Brown Fletcher Thompson Architects Friar Associates Goldstein & Peck, P.C. Kaestle Boos Associates, Inc. O & G Industries

BRONZE PLUS MEMBERS The S/L/A/M Collaborative Suisman, Shapiro, Wool, Brennan, Gray & Greenberg Whitsons School Nutrition BRONZE MEMBERS Nathaniel G. Brown, LLC Chinni & Meuser LLC Dattco Inc. Fuller & D’Angelo Architects and Planners JCJ Architecture Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association of School Business Officials Cooperative Educational Services Connecticut Center for School Change Connecticut Educators Computer Association Connecticut School Buildings and Grounds Association EASTCONN EDUCATION CONNECTION LEARN

4

The Journal

– Connecticut Association of Boards of Educatio • September 2012

David Coleman, co-author, Common Core State Standards, to speak at CTCEF’s 13th annual conference on October 2 Liz Stokes President, CTCEF

David Coleman, who played a leading role in developing the Common Core State Standards in math and literacy and has been named president of the College Board, will speak at the Connecticut Consortium of Education Foundation’s (CTCEF) 13th annual conference on Tuesday, October 2, from 8:00 a.m. to 2:00 p.m., at the Crowne Plaza Cromwell Hotel.

David’s topic will be, “Driving Student Achievement Through the Common Core.” He will also present a workshop, “The Common Core State Standards: An Immersion Experience,” with Sandra Alberti, Director of Partnership Initiatives and Professional Development at Student Achievement Partners.

The conference will cover a variety of topics. Barbara Diggs-Brown, communications strategy consultant for FHI 360, and Candace Debnam, FHI 360’s program and development officer, will present a workshop, Strategic Communications, for small to mid-sized education foundations

that will include using social media as a mechanism to connect to stakeholders.

Unraveling the Mystery of Why People Give…and What You Can Do About It will help you understand what motivates people to give to particular causes.

Presenter Melissa Morriss-Olson, professor of non-profit management and philanthropy at Bay Path College, will discuss specific strategies that you can use to better connect donors to your organization and cause.

Financial Management for Your Education Foundation will cover best practices for financial management, data recording, and reporting. Bookkeeper Sara Pflueger and CPA Eric Zielinski will discuss how your data can provide helpful financial information for your education foundation.

Other workshops include Major and Planned Giving Strategies for Education Foundations with Little or No Staff Support (Chris Templeman, Morgan Stanley Smith Barney) and Beyond the Grant Application: Is Your Organization Structured for Sustainable Grant

Funding? with Marti Fischer.

Southington superintendent and CTCEF board member Joe Erardi will moderate a two-hour special training workshop, Education Foundation Fundamentals, for foundations that need to revitalize as well as for emerging foundations. During lunch, Joe will present a Foundation Celebration Award to an education foundation to recognize the grassroots efforts of so many hardworking volunteers.

Luncheon Discussion Groups will cover cloud computing, LEF accounting questions, public relations, CiviCRM for LEFs, endowment management, time to hire staff, strategic communications, why people give, alumni, questions regarding reviving an LEF, and workplace giving.

CTCEF is a statewide non-profit organization whose mission is to facilitate the creation, growth, and effectiveness of local education foundations in Connecticut. It was founded on the principle that community involvement is a key factor in improving schools. Local education foundations contribute resources to

support public education.

Register now for this important conference and take advantage of our Early Bird Special (four or more people from the same organization register at the same time with check, purchase order, or PayPal payment that must be received by September 10). Visit the CTCEF Web site at www.ctcef.org and click on “Conference Page” to download the brochure.

For more information, call CTCEF President Liz Stokes at 203-227-9323.

Reminder We need your help in keeping our database up-to-date. Please call us (860571-7446) or go directly to the database website (https://em.eboard solutions.com/cabe/eMembership/ Admin/Login.asp) with any changes on your school board or district administrators. With the most current information it will allow us to keep everyone informed.

The Journal

– Connecticut Association of Boards of Education • September 2012

5

See You in Court – The Nutmeg Board of Education

The Nutmeg Board deals with residency issues of a student 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 new school year started smoothly in Nutmeg, with one exception – the burgeoning enrollment. The Nutmeg Board of Education had played it close in its staffing decisions for the coming school year, because funds were so tight.

However, as the beginning of the year approached, enrollments at every level exceeded the predictions. What to do?

Ms. Superintendent came to the first September Board meeting with her plan.

She explained to the Board that, given class size guidelines, it would be necessary to hire another six teachers to cover the increased enrollment. “But don’t worry,” she explained. “We will be able to find the money by tightening our belts.”

“Are you kidding?” veteran Board member Bob Bombast asked. “We didn’t hide that kind of money in our budget . . .

I mean if we hid any money, which of course we didn’t, it wouldn’t be that much. Besides, the class size limits are just guidelines. Don’t worry about them.”

Penny Pincher, the Board’s austerity queen, put in her two cents. “I have a better idea. My neighbors are constantly telling me about the hoards of kids who are attending our schools illegally. God knows why they want to go to school in Nutmeg, but they do. If our custodians do surveillance duty, I am sure that we can exclude those lawbreakers and cut our enrollment down.”

Ms. Superintendent quickly saw that she wasn’t getting anywhere with her request for more teaching positions.

“OK, then,” she responded. “I think the custodians will enjoy the fresh air. I will get them right on this.”

Ms. Superintendent was surprised at how easy it was. After school one day, a custodian followed one student, who got on a city bus and apparently went home

Seventh Edition Now Available

A Practical Guide to Connecticut School Law

by Thomas B. Mooney, Esq. Shipman & Goodwin The Guide comes with a CD which provides hyperlinks to many cases and statutes and will permit word searches as a supplement to the Index.

New to the Seventh Edition: Bullying, Background Checks, Child Abuse Reporting, Discrimination Issues, Educational Reform, FERPA, Freedom of Information, State Aid for Education and much, much more The 7th edition is now available from CABE. Call and order your copy TODAY at 860.571.7446 or 800.317.0033

to a neighboring community. He waited at the bus stop the next morning, and sure enough the student got off the bus and walked to the school bus stop. As soon as he shared this information with her, Ms. Superintendent promptly told the Board all about it.

Ms. Superintendent notified the student and his family that he was not eligible for free school privileges in Nutmeg, and, as provided by statute, she notified the family of its right to appeal.

She was shocked when the family actually appealed her decision to the Board, but she was confident that the Board would support her.

That support was evident from the beginning of the hearing. Bill Alot, local legal scourge, represented the family.

When he heard about the custodian’s observations, he scoffed and told the Board that they meant nothing. He was surprised, however, when Bob Bombast got into it with him. “Don’t give me that!”

Bob thundered. “Once I heard about your client sneaking into town, I did a little ‘research’ myself. I saw your client take the bus out of town four days in a row.”

The Board was surprised at Bob’s initiative, but figured that it was reliable evidence. Despite the testimony of the student and his mother that the student was simply helping his grandmother out of town, the Board voted unanimously to reject the appeal. Bill Alot vowed to appeal to the state.

Does Nutmeg have a problem?

As usual, Bob Bombast overstepped his limited authority as a board member.

In residency matters, board members sit as judges to hear the evidence from both sides and decide the matter impartially.

Ms. Superintendent’s communications with the Board and Bob’s intervention were inconsistent with that responsibility and raised due process concerns. To start, however, a more general review is warranted.

School accommodation hearings address two very different situations.

Since school accommodations include reasonable transportation, parents have the right to challenge transportation decisions, such as bus stop location or whether bus transportation will be provided at all. The board’s decision in such cases is very important, because if the parents appeal to the State Department of Education, the board’s decision will be affirmed unless it is arbitrary, capricious or unreasonable.

School accommodation hearings more often deal with the basic question of residence and whether a student is entitled to attend school in that town.

The school accommodations statute provides that the burden of proving residency for school purposes is on the

party making the claim. However, there is a strong public policy in favor of education, and, if a student claiming to be eligible is denied school accommodations, as a practical matter the administration should generally be able to show that the student is in fact living elsewhere.

Sadly, the statute provides no definition of “residence.” When students spend time in another town with divorced parents or other family members, there can be serious question as to where the student actually lives. Given the complexity of modern living arrangements, school districts cannot use rigid formulas to determine school eligibility, such as requiring that the student spend a majority of nights in town. Rather, board members must consider all the facts and circumstances (e.g., living arrangements, location of possessions, history, relative frequency of nights in and out of town, what happens on school vacations) to decide whether the student has a bona fide residence for school purposes. Indeed, a student may have two such residences.

Given the statutory procedures, the aforementioned due process concerns are less important than they might otherwise be. In contrast to student expulsion decisions, which are final, board-level school accommodation decisions are not.

Once the board of education has ruled, the family may appeal to a hearing officer appointed by the State Department of Education. Moreover, in residency hearings, there is no deference to the decision of the local or regional board, and the state hearing officer decides the matter de novo. Thus, the state-level hearing will obviate the due process concerns.

Finally, there are two labor relations issues here. First, class size is a negotiable subject. Given that enrollment can be unpredictable, flexibility in such matters is crucially important. Here, Nutmeg is fortunate simply to have guidelines.

Also, in her eagerness to find ineligible students, Ms. Superintendent may have invited a labor relations complaint.

For union employees, working conditions are negotiable, and school officials may not make significant changes in existing working conditions without prior negotiation. To be sure, school custodians perform a variety of important tasks.

However, being a private investigator is not typically one of them, and their assignment to such duty likely triggered a duty to bargain.

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.

6

The Journal

– Connecticut Association of Boards of Education • September 2012

Student records (FERPA) regulations revised: Policy implications Vincent A. Mustaro Senior Staff Associate for Policy Service, CABE

The U.S. Department of Education (DOE) revised regulations governing the Family Educational Rights and Privacy Act (FERPA). FERPA is the federal privacy law pertaining to the education records of students. The new regulations continue to safeguard student privacy while giving states the flexibility to share school data that can be helpful in judging the effectiveness of government investments in education.

Previously, uncertainty existed between state sunshine laws and FERPA, which created confusion for institutions about when and with whom student information could and should be shared.

Schools needed flexibility to pursue routine uses of information without getting prior consent while allowing them to prevent those who may misuse or abuse student information from accessing it.

Major Changes The major changes to the existing federal regulations pertain to directory information and to statewide longitudinal

data systems. School districts may disclose a student’s directory information without consent if the district first notifies parents or eligible students of the types of information that may be disclosed and allows them the opportunity to opt out of the disclosure. Directory information includes things that are generally not considered harmful or an invasion of privacy if disclosed.

Designation of certain information as directory information is beneficial to school districts, since districts are prohibited from doing things like publishing yearbooks or creating graduation publications unless the information contained in the publication is designated as directory information or consent is obtained for each individual student. Some districts do not designate some information as directory information.

New Regulations The new regulations now allow districts to adopt limited directory information policies that allow the disclosure of directory information to be limited to specific parties; for specific purposes, or

both. This new regulation lessens the burden of obtaining consent for the more mundane uses of student information, such as yearbooks, while still allowing schools to choose the purposes for which directory information may be disclosed.

For example, the new regulations permit a district to adopt a limited directory information policy allowing parents and eligible students to permit the release of the student’s name, dates of attendance and honors or awards for commencement purposes while prohibiting the release of such information to non-district requestors.

In addition, the new regulations clarify that parents may not, by opting out of directory information, prevent a school from requiring a student to wear or present a student ID or badge.

The DOE felt the need for schools to implement measures to ensure the safety and security of students which should not be impeded by a parent or student using FERPA’s directory information optout provisions.

Amended FERPA Regulations The amended FERPA regulations also provide states with greater flexibility in sharing data in statewide longitudinal data systems.

Previously, the regulations allowed school districts to disclose personally identifiable information without consent to “authorized representatives” of state and local educational authorities, the Secretary of the U.S. Department of Education, the U.S. Attorney General and the U.S. Comptroller General as may be necessary in connection with the audit, evaluation or enforcement of federal legal requirements related to federal or statesupported education programs.

The interpretation of the previous regulations was that such sharing did not include other state or federal agencies because those agencies were not under the direct control of the state educational authority. This prevented the Connecticut Department of Education from making disclosures of personally identifiable information to other state agencies.

The regulations now define “authorized representative” in a manner which now permits state and local education authorities to designate other individuals and entities, including other governmental agencies as their “authorized representatives,” provided those individual or agencies are involved in a federal or statesupported “education program.”

The amended regulations define “education program” to include a “program that is principally engaged in the provision of education, including, but not limited to, early childhood education, elementary and secondary education, post-secondary education, job training,

career and technical education, adult education and any program that is administered by an educational agency or institution.

DOE is planning to issue a series of case studies to explain in detail how education authorities may comply with these new regulations.

The revised regulations permit school districts to evaluate the preparedness of its high school graduates for postsecondary education by designating the postsecondary institution as its authorized representative through a written agreement. The district could then obtain information such as remedial courses their graduates had to take in college or how long their graduates persisted in college.

The regulations require the state and local education authorities to use “reasonable methods” to ensure that their authorized representatives are FERPAcompliant.

DOE, to help understand this requirement, has published, “The Family Educational Rights and Privacy Act: Guidance for Reasonable Methods and Written Agreements.” This document details the specific requirements for written agreements and provides best practices for other provisions that could be included in agreements.

Policy Implications Mandated policy #5125, “Student Educational Records/Annual Notification of Parental/Student Rights,” pertains to this topic. It also contains language on the topic of “Directory Information.” Some districts also have a separate policy, #5145.15, “Directory Information.”

Policy #5125 has been updated to include the new definitions and other material related to the revised regulations.

The administrative regulation which accompanies the policy has also been updated. The policy and administrative regulation can be attained by contacting the CABE Policy Department.

The parental notification form has also been revised. The guidance, “The Family Educational Rights and Privacy Act: Guidance for Reasonable Methods and Written Agreements” is now an optional appendix to policy #5125. Policy #5145.15, “Directory Information” and its forms have also been revised.

The Family Policy Compliance Office has updated its website to include the FERPA final regulations; an overview of the new regulations; the guidance document for reasonable methods and written agreements; and new model notifications of FERPA rights. The website address is: www2.ed.gov/policy/ gen/guid/fpco/index.html.

The Journal

â&#x20AC;&#x201C; Connecticut Association of Boards of Education â&#x20AC;˘ September 2012

Legal Briefs Kelly B. Moyher,

Constitutional Rights nd

Senior Staff Attorney, CABE

Discrimination under ADA

In a 2 Circuit (CT, NY, VT) Court of Appeals case, a high school football coach, who had previously sued the school district, asserted that the school boardâ&#x20AC;&#x2122;s refusal thereafter to appoint him as athletic director was retaliation for that lawsuit, in violation of the First Amendment. He moved to set aside the juryâ&#x20AC;&#x2122;s verdict in favor of the district.

The Circuit Court of Appeals upheld the district courtâ&#x20AC;&#x2122;s determination that, even assuming he had shown the boardâ&#x20AC;&#x2122;s decision was motivated in part by his prior speech, the board had produced sufficient evidence for the jury to have determined, as it did, that the board would have taken the same action even in the absence of the protected speech.

Of the three candidates for the position, the successful one best demonstrated strong adult-to-adult interpersonal skills and the ability to interact and communicate effectively with district administrators and coaches, and with other athletic directors.

In any event, as the superintendent did not recommend the plaintiff to the board for the position, the board had no occasion to vote on appointment of the plaintiff and there was no evidence it had ever voted to appoint a candidate without a recommendation from the superintendent.

Evidence concerning his claims in the prior trial was properly excluded in this one, and pretext is not a relevant factor in considering a First Amendment retaliation claim. The jury properly determined that the plaintiff had not proven his case against the district, and the trial court did not abuse its discretion in upholding that verdict.

Deep v. Coin 453 F.App. 49 (2d Cir., 2011) School Law Reporter, July 2012

A former teacher appealed from the dismissal of her claims of discrimination under the Americans with Disabilities Act (ADA) in a 2nd Circuit Court of Appeals case. The Circuit Court of Appeals held that she had not identified evidence to support the claim that her back injuries constituted a substantial limitation on a major life activity during the period relevant for her claims, nor did she show that her insomnia and fatigue substantially limited her ability to sleep or that her sleeping problem was worse than that of a large portion of the adult population.

Even assuming she had shown a disability sufficient to establish an ADA case, she failed to show that the legitimate, nondiscriminatory reasons for termination shown by the school district, her chronic tardiness and ineffective teaching, were pretextual.

The district did offer her the accommodation her doctor suggested â&#x20AC;&#x201C; that she be allowed to arrive five to ten minutes late at the beginning of the school day-even though the doctor expressed doubt that it would make a difference; her suggestion, that there be someone on call for the mornings she would arrive late was patently unreasonable and would cause the district undue hardship. As she failed to show that she had a back disability, the district was not required to accommodate such a disability under the ADA. Finally, the Second Circuit has not yet decided that the ADA provides a basis for hostile environment claims but, assuming that it does, the plaintiff failed to show she was disabled and also failed to show she was harassed or ridiculed because of any alleged, disability, and she failed to show adverse action against her based on a perceived disability of mental illness.

Farina v. Branford Bd. of Educ., 458 F. App. 13 (2d Cir., 2011) School Law Reporter, July 2012

:(/&20( %$&.

72 6&+22/

2QH &RQVWLWXWLRQ 3OD]D +DUWIRUG &7

$WODQWLF 6WUHHW 6WDPIRUG &7

&RQWDFW 7KRPDV % 0RRQH\ DW ZZZ VKLSPDQJRRGZLQ FRP

7

2nd Circuit Court of Appeals rules on threatening speech by students Kelly B. Moyher Senior Staff Attorney, CABE

The 2nd Circuit (CT, NY and VT) Court of Appeals has upheld a district courtâ&#x20AC;&#x2122;s finding that school administrators are most often in the best position to distinguish between student speech that is threatening and speech that is merely offensive and is protected by the First Amendment.

A 10-year old student in a fifth grade class in New York fulfilled a class assignment which required students to fill in a picture of an astronaut and write things in various sections of the astronaut. The students were instructed by their teacher to write a â&#x20AC;&#x153;wishâ&#x20AC;? in the left leg of the astronaut.

The student in this case wrote in the left leg portion of his crayon drawing that he wished to â&#x20AC;&#x153;Blow up the school with the teachers in itâ&#x20AC;?. This was not the first drawing by the student that had raised concerns with school staff and the student shared his drawing with classmates.

The school principal met with the student, who explained that he was only kidding about his wish. However, the student was suspended from school for six days. The studentâ&#x20AC;&#x2122;s parents filed a lawsuit on their sonâ&#x20AC;&#x2122;s behalf claiming his free speech rights were violated after an unsuccessful appeal of the suspension.

The federal District Court in New York heard the case and granted the school districtâ&#x20AC;&#x2122;s motion for summary judgment, essentially finding in favor of the districtâ&#x20AC;&#x2122;s disciplinary actions. The parents then appealed to the 2nd Circuit Court of Appeals.

It is clear through the Supreme Court of the United Statesâ&#x20AC;&#x2122; ruling in Tinker v.

Des Moines Independent Community School District (1969) that while students donâ&#x20AC;&#x2122;t shed their free speech rights at the schoolhouse gates, administrators may limit, and discipline students, for

certain speech that â&#x20AC;&#x153;materially and substantially interferes with the operation of the school.â&#x20AC;?

The 2nd Circuit Court went on to state that school administrators may regulate student speech and expression when they have more than a mere fear or apprehension of disturbance. One judge in the case noted that while it was unlikely a 10year old would have been able to act upon his â&#x20AC;&#x153;wishâ&#x20AC;?, the Court ultimately decided it was irrelevant whether the student lacked the capacity to carry out the threat or whether he meant the speech to be a joke.

The Court found that a failure to discipline the students could have caused a chain of events with classmates possibly copying the studentâ&#x20AC;&#x2122;s speech and conduct and raising Equal Protection arguments to avoid discipline. The Court also found that administrators could have reasonably foreseen parents, after hearing of the incident, would lose confidence in the districtâ&#x20AC;&#x2122;s ability to protect its student population.

Issues with parental confidence concerning childrenâ&#x20AC;&#x2122;s safety could cause negative effects such as a decline in enrollment and/or a need to hire security services for the school.

The Court decided that school districts do not have to decide the ability of a student or students to carry out a threat nor their actual intention as long as school officials can reasonably forecast that the speech will substantially disrupt school activities. A studentâ&#x20AC;&#x2122;s threat to a school or its population is not constitutionally protected speech.

Districts are advised to have policies and procedures that comply with federal and state laws in place to properly and legally deal with an issue concerning stu-dent speech or expression. Should ques-tions arise, always contact legal counsel at CABE or your boardâ&#x20AC;&#x2122;s attorney.

8

The Journal

– Connecticut Association of Boards of Education • September 2012

1,000 new school readiness slots allocated (continued from page 1) care and education across the state.” and four, according to the press release. A Dr. Ann Gruenberg, a professor of substantial majority (750 of the 1,000 new education at Eastern Connecticut State school readiness slots) will be allocated University and CABE’s Vice President within 19 existing priority school readifor Government Relations, also believes ness districts, adds the release. the new readiness slots will be beneficial Five hundred of these 750 slots will go for poorly performing districts. to Connecticut’s 10 “reform school dis“An investment in early childhood, tricts,” which are a including subset of the lowestadding opporperforming school tunities for “Pre-kindergarten districts in the state; young children experiences have the remaining 250 in districts that new slots were are challenged, the potential to have allotted among can certainly a profound positive “competitive school help turn readiness communiaround trends impact on children. ties,” which are in which defined as districts children are Their brains are still with two or more under perdeveloping, and priority schools. forming,” she According to stated. “Engagpositive experiences Fairfield Superintening families and dent Dr. David Title, supporting can help with who is also Chair of children at an this process . . . . ” the State’s Early early age are – Ann Gruenberg Childhood Education both important VP for Government Relations Cabinet, “The aspects of additional school comprehensive readiness slots are important and needed. plans for improvement.”

In the short term, they will allow children All in all, adding early educational who would otherwise have not received a opportunities for 1,000 children “is a quality early childhood experience to get clear step in a very positive direction,” one.” continued Gruenberg, “It demonstrates In the long term, they are one piece of an acknowledgment of the urgency of the overall early childhood puzzle that quality early childhood experiences. It is needs to include improving the quality an important component in comprehenand access of early childhood programs sive support initiatives; it is hoped that across the state. It is clear from the fundthis focus and commitment will coning of these additional slots that the tinue.”

Governor and General Assembly are There is ample evidence that early serious about improving early childhood access to quality early childhood exper-

iences is a great investment, both educationally and economically, said Gruenberg.

“Pre-kindergarten experiences have the potential to have a profound positive impact on children. Their brains are still developing, and positive experiences can help with this process,” said Gruenberg.

The new law also funds an additional $3 million for school readiness quality initiatives, professional development for existing early childhood providers, and development of a quality rating and improvement system, added the release.

The process to award the slots to providers began this spring when school readiness councils distributed a local request for proposals to school readiness providers and other interested programs announcing the competition for additional spaces.

Allocations were prioritized according to a community’s capacity to add slots for the coming school year in facilities that hold, or will soon attain, either National Association for the Education of Young Children (NAEYC) accreditation or approval as a federally-designated Head Start facility, said the release.

“High-quality preschool programs can contribute significantly to a child’s healthy development,” said State Department of Education Commissioner Stefan Pryor in the release. “In order to prevent performance gaps and increase academic success, it’s important for us to invest in high-quality early childhood education.

That’s why we will work to implement this program effectively this year and to expand the availability of early childhood opportunities in the coming years.”

Board member reaches Master Level CABE is pleased to announce that one board of education member reached the Master level of the Board Member Academy Program. This board member is recognized for his achievement in participating in numerous hours of board-related professional development activities.

To achieve the Master Board of Education level, a board member must first accumulate at least 20 credits, becoming a Certificated Board of Education Member (CBEM). The Master Board of Education member must earn an additional 20 credits above and beyond the CBEM level. The areas of study are: • Leadership • Effective Meetings • School/Community Relations

• Strategic Planning • Group Dynamics • Board Member Ethics • School Finance • Labor Relations • School Law The board member reaching the Master Board Member level is: David Kemp, Vernon We applaud the commitment to public education and children David has demonstrated and congratulate him on accomplishing this difficult and timeconsuming feat!

Lisa Steimer Senior Staff Associate for Professional Development, CABE

NEGOTIATIONS NEWS A new negotiations season is underway in Connecticut and CABE is hoping board members and superintendents will give us their best efforts to help us collect contract and negotiations data for the Negotiations Service which CABE members receive. Surveys to collect information can be obtained online at www.cabe.org and you will also receive surveys via email throughout the season.

Teacher and administrator unions are able to secure this information quickly as they are at the bargaining table. CABE relies on its membership to help us obtain this information so that we may analyze and turn it around back to you for use during negotiations.

As soon as your district receives a settlement or arbitration award, please send your information to CABE so that we may add it to our database.

Kelly B. Moyher Senior Staff Attorney, CABE

The Journal

9

– Connecticut Association of Boards of Education • September 2012

2011-12 CABE Board of Directors

2011-2012 CABE Staff

Executive Committee

ADMINISTRATION

Robert Rader Executive Director rrader@cabe.org

Teresa Costa Coordinator of Finance and Administration tcosta@cabe.org

Cory Ucci Receptionist/Assistant to the Executive Director cucci@cabe.org

Lydia Tedone President Simsbury 860-658-1173 (h) 860-658-4465 (b)

Richard Murray First Vice President Killingly 860-774-4165 (h)

Ann Gruenberg VP for Government Relations Hampton 860-455-1211 (h) 860-465-5268 (b)

Sheila McKay Senior Staff Associate for Government Relations smckay@cabe.org

James Marpe Secretary/Treasurer Westport 203-454-5998 (h)

Don Blevins Immediate Past President Waterford 860-444-0733 (h) 860-439-2386 (b)

John Prins Member at Large Branford 203-481-6279 (h)

Area Directors

GOVERNMENT RELATIONS

Patrice A. McCarthy Deputy Director and General Counsel pmccarthy@cabe.org

Stephen Wright VP for Professional Development Trumbull 203-459-0079 (b)

Gail Heath Administrative Associate for Government Relations gheath@cabe.org

Susan Hoffnagle Area 1 Co-Director Winchester 860-379-1249 (h)

Daniel Santorso Area 1 Co-Director Plymouth 860-940-9188 (h)

Mari-Ellen Valyo Area 1 Co-Director Winchester 860-379-4054 (h) 860-480-1515 (c)

Becky Tyrrell Area 2 Director Plainville 860-793-0615 (h)

Laura Bush Area 3 Director Vernon 860-872-2420 (h) 860-798-1693 (b)

Gavin Forrester Area 6 Co-Director Stratford 203-377-0218 (b)

Elaine Whitney Area 6 Co-Director Westport 203-221-7335 (h)

POLICY SERVICE

Michael D’Agostino Area 7 Co-Director Hamden 203-230-9292 (h) 860-240-2731 (b) Vincent A. Mustaro Senior Staff Associate for Policy Service vmustaro@cabe.org

Pamela Brooks Senior Administrative Associate for Policy Service and Search Services pbrooks@cabe.org

Terry DeMars Administrative Associate for Policy Service tdemars@cabe.org

John Prins Area 7 Co-Director Branford 203-481-6279 ( (h)

Sheila McCreven Area 7 Co-Director Woodbridge 203-389-4203 (h)

Robert Ruggiero Area 8 Co-Director Madison 203-421-5103 (h) 203-245-2778 (b)

Pamela Meier Area 8 Co-Director Madison 203-245-2868 (h) 203-530-0513 (c)

Gail MacDonald Area 9 Director Stonington 860-599-8654 (h) 860-572-0506 (b)

City Representative

Associates

LABOR RELATIONS

Kelly B. Moyher Senior Staff Attorney kmoyher@cabe.org

Wilmarie Newton Administrative Associate for Labor Relations wnewton@cabe.org

Eileen Baker Associate Old Saybrook 860-388-2761(h)

Sharon Beloin-Saavedra Associate New Britain 860-827-0136 (h)

Robert Guthrie Associate West Haven 203-934-7565 (h) 203-996-2382 (c)

MEMBERSHIP SERVICES

Gary Brochu Associate Berlin 860-828-1579 (h) 860-251-5705 (b)

Nicholas Caruso Senior Staff Associate for Field Services and Coordinator of Technology ncaruso@cabe.org

Melissa Dickinson Administrative Assistant for Membership Services mdickinson@cabe.org

Lisa Steimer Senior Staff Asociate for Professional Development lsteimer@cabe.org

You may contact staff at 800-317-0033 or 860-571-7446.

Becky Tyrrell Resolutions Plainville 860-793-0615 (h)

Beverly Washington Federal Relations Groton 860-445-7328 (h)

Matthew Poland City Representative Hartford 203-695-6303 (b)

Polly Rauh City Representative Stamford 203-325-9379 (h) 203-977-4105 (b)

J. Callender Heminway Associate Granby 860-653-3851 (h) 860-653-0550 (b)

Committee Chairs Bonnie B. Carney Senior Staff Associate for Publications bcarney@cabe.org

Bob Trefry City Representative Bridgeport 203-373-1436 (h) 203-521-8371 (c)

Robert R. Mitchell State Relations Montville 860-447-8882 (h) 860-443-7441 (b)

Charles Stango City Representative Waterbury 203-575-0411 (h)

If you have any questions about or suggestions for the Association, please feel free to contact any member of the Board of Directors.

They are here to represent you, the membership.

10

The Journal

– Connecticut Association of Boards of Education • September 2012

Report to the Membership 2011-2012 CABE: Dedicated to strengthening public education through advocacy, professional development and service to boards of education.

This year has been very positive for CABE, despite a Legislative Session that was one of the most challenging we have ever faced.

We had very good participation from our member boards and even added a few. This translated in part into a successful year and more opportunities for CABE to help our members increase their effectiveness and address their needs.

There are a number of new initiatives CABE took on over the last year. We partnered with five other organizations including CAPSS and the Connecticut Association of Schools (representing principals), business and reform groups. This was especially helpful as the Governor pushed a reform agenda. Our partnership resulted in more access to legislators and the Governor’s staff and greater visibility, both at the Capitol and in the media.

We also continued our partnership with the State Department of Education, particularly with our increased emphasis on the need for student growth, through the Lighthouse Project, our work with school governance councils and workshops which also highlighted each board’s critical role in increasing student achievement.

We also worked hard on the Performance Evaluation Advisory Council (PEAC) and its subgroups. Thanks go to the members of our Board of Directors which worked with our staff to ensure that we had helpful input into the process.

Finance and Support Last year was difficult for school boards and, understanding the financial situation for school boards, we kept the dues frozen for the third year in a row, despite inflation and other costs.

CABE has continued to ensure its resources are consistent with the needs of our members. In order to eventually free up greater resources, last fiscal year we paid off our mortgage. CABE now owns more than 2/3 of our headquarters at 81 Wolcott Hill Road, free and clear. The other third is owned by members of a legal firm.

We want to remind you, if you would like to use the Rovins Conference Room, please let us know. We don’t charge for use of the room and it’s a great place for a meeting or a retreat. We want our building to be seen by board members as your building!

Communications and Technology The Association continues to improve communications with our membership.

CABE has a facebook page. If you have a Facebook account you can join the CABE group by going to www.facebook.com/ groups/117140651639856/. We are using Facebook to supplement our current ways of communicating with our members.

A Communications Committee was established with board members and CABE staff to examine ways we can better communicate with our membership. The Committee continues to meet and will share its recommendations when finalized.

Activities we have undertaken which requires 20 credits and Master Board to serve you better this past of Education Member (MBEM), which requires 20 additional credits. year The Academy addresses the continuing Representing Connecticut school boards at the state or national level Mary Broderick served as President of the National School Boards Association (NSBA) in 2011-2012. As a member of the East Lyme Board of Education, LEARN Board of Directors, President of CABE and NSBA, she has dedicated over 22 years of service to her town of East Lyme, the state of Connecticut and the nation.

Patrice A. McCarthy, Deputy Director and General Counsel, CABE served as Chair of the NSBA Council of School Attorneys (COSA) in 2011-2012. Patrice was the first Connecticut attorney ever elected chairman of this important organization. Patrice has been with the Association for 29 years.

Providing opportunities for members to learn how to better govern their district Board Member Academy Throughout the past year, CABE has continued its commitment to be the NUMBER ONE Connecticut provider of professional development, by providing high quality training for local school board members across Connecticut.

By offering workshops, hot topic workshops, an annual Convention, area meetings, individual workshops, the CABE Journal and other publications, CABE presents board members and administrators with many ways to increase their knowledge and skills.

Board Member Academy Certification To encourage board members’ participation in professional development, CABE’s Board Member Academy provides points for service, leading to two awards: Certificated Board of Education Member (CBEM),

Photo courtesy Windsor Public Schools

educational needs of school board members by focusing on core areas of board responsibilities.

Statewide Workshops Attendance at our workshops was approximately 848.

Workshop topics included: candidate briefings, new board member, negotiations, legal issues, leadership, policy, and an update on what happened at the 2012 Connecticut General Assembly. Several of these workshops were sponsored, in part, by the State Department of Education.

Individual Board Workshops CABE staff continues to regularly meet with boards of education as they desire to provide professional development. Staff facilitated customized workshops from basic roles and responsibilities, the superintendent search process, goal setting and full-day board retreats. We reached more than half of our member districts with workshops (approximately 78).

CABE/CAPSS Convention The Convention, Educating Our Children for a Global Society was held on November 18 and 19, 2011.

• Attendance at the Convention was 622 board members, superintendents, business managers, administrators, education officials and invited guests • General session speakers included Governor Dannel Malloy, Connecticut Education Commisisoner Stefan Pryor, Richard Lemons, Jack Gallagher, James Ludes, and Sonia Manzano.

• Workshops included: Creating and Implementing a Curriculum for World Language, Strategically Budgeting in Difficult Times to Educate Children for Their Place in a Global Society, CAPSS Transformation Project, Secondary School Reform Implementing the Capstone Project, and Data, Data Everywhere – But How to Know That Our Student Learning Programs Are

Having Any Meaningful Impact?.

• Members of the State Board of Education participated in a lively discussion with the attendees • Approximately 55 exhibitors of education-related goods and services participated in the exhibit hall.

Leadership Institute CABE’s Leadership Institute graduated its eighth class, having now served over 80 participants. The participants were very enthusiastic about their experiences and urged CABE to continue this program. It is jointly sponsored by CABE and the State Department of Education. Participants met for five four-hour sessions, including a webinar.

Through facilitated discussion and outside presenters, they had the opportunity to discuss in depth a variety of education issues.

Publications The CABE Journal was published eleven times over the last year. Its primary audience is school board members, superintendents and district administrators throughout the state. The Journal is also sent to state and federal legislators, other education organizations (local and national) and others who have an interest in keeping upto-date with education issues in our state.

The Model Student Parent/Guardian Handbook was revised to reflect current issues and legislative changes.

The eighth edition of the very successful publication A Practical Guide to Connecticut School Law was revised by author Thomas B. Mooney, Attorney, Shipman & Goodwin.

Policy Highlights Twenty-six issues of the email newsletter, Policy Highlights, were distributed on an every-other-week basis to board members and superintendents, highlighting current educational topics with policy implications. Throughout, the major focus remained on issues pertaining to student achievement.

Policy Requests and/or Samples Approximately 800 requests for policy information and/or sample policies from member districts were addressed, usually on the same day the request was received.

The website-based Core Policy Manual also received a large number of “hits” for sample policies in addition to the district manuals that have been placed on line through the CABE Connecticut Online Policy Service (C.O.P.S.). In addition, 18 districts were under contract for Customized Policy Services during the year for the review and development of new district policy manuals or updates to selected portions of the manual.

Lighthouse Project Our partnership with the Connecticut State Department of Education (SDE) is in full swing and highly successful. Funded by a grant from SDE, a team comprised of CABE and SDE personnel help districts improve student achievement through more effective board leadership. CABE/SDE trainers have been working with a cohort involving four other states and ten Connecticut (please see page 11)

The Journal

11

– Connecticut Association of Boards of Education • September 2012

Report to the Membership 2010-2011 CABE: Dedicated to strengthening public education through advocacy, professional development and service to boards of education. school districts. We continue to work with seven of the original Lighthouse districts and look forward to adding between three and five new districts this year.

Ensuring members receive the most up-to-date communications Board Chair Listserv CABE has seen a very successful continuation of the Board Chair listserv. This listserv began in the late spring of 2009 and has provided board chairs with a new means of communicating ideas and concerns with each other and CABE. Topics of discussion and sometimes friendly debate have included special education and board budgets.

We aim to track budget developments from around the state on an ongoing basis during budget season and provide districts with a spreadsheet of budget information.

CABE looks forward to continuing this excellent means of fostering communications between member board chairs and CABE. Customized Policy Manuals Four districts entered into contracts for customized policy manual development.

New manuals were completed for two districts. Four additional districts have new manuals close to completion.

CABE Policy Reference Core Manual The CABE Policy Reference Core Manual, containing over 550 sample policies and regulations, was continuously revised throughout the year. Moreover, new policy topics were added. It is easily “searchable” and remains accessible for CABE members on the CABE website in a multi-searchable user-friendly format.

Policy Audit Service Three districts had audits completed of their existing policy manuals. This service provides the district with a report of the strengths and weaknesses of the existing manual with recommendations to update the manual. Two of the audit districts then engaged CABE to update their manual based upon the audit findings.

Policy Update Service Ninety-three districts subscribed to the Policy Update Service publication. Subscribing districts received four mailings which reflected current and timely policy issues, including the need for new and/or revised policy topics based upon legislative action or judicial rulings or contemporary policy issues, especially in the areas of technology, health, student discipline and personnel issues. Fifty-eight districts also received this publication electronically to facilitate local district usage of the sample material.

Custom Policy Update Service Twenty districts subscribed to the Custom Policy Update Service. In this service, CABE assumes the responsibility for updating the district’s policy manual. Major focus was placed on providing needed policies, administrative regulations and infor-

Photo courtesy Groton Public Schools

mation. Some of the topics pertained technology, workplace climate, student health issues, evaluation of personnel, staff development and various personnel issues.

Connecticut Online Policy Service (C.O.P.S) Twenty-nine districts subscribed to the Connecticut Online Policy Service (C.O.P.S.).

Districts appreciate that their manuals are easily accessible and searchable online and are kept current through CABE.

Promoting public education Awards CABE Board Recognition Awards are presented to boards of education which exhibit the most effective leadership, characterized by their ability to work together as a “team.”

CABE Board Leadership Award Level One – In 2011, 11 boards of education received the Board Leadership Award for their continued work on their leadership skills. Boards need to fulfill 22 of 34 Level One criteria to earn this Award.

CABE Board of Distinction Award Level Two – In 2011, 11 boards of education received the Board of Distinction Award.

This Award was granted to boards who have achieved Level One at least twice in the prior four years and meet the eligibility criteria.

Student Leadership Awards – The CABE Student Leadership Awards program continues to be very popular, with 348 students from 96 CABE member school districts earning the award. This program enables each high school and middle school in member districts to nominate a boy and a girl to be honored for their leadership qualities.

Awards of Excellence for Educational Communications – This year CABE presented 33 Awards of Excellence in Educational Communications and 42 Honorable Mentions. Effective communications with parents and taxpayers are extremely impor-

tant in school district operations.

Affiliate Membership Program — Business Affiliates – CABE invites private sector companies, institutions and firms with an interest in public education, to become our partners and to show their support. The program grew to 32 partners in 2011-2012.

Membership consisted of: 1 Diamond, 5 Gold, 7 Silver, 11 Bronze Plus and 8 Bronze Members.

Education Affiliates – This program helps provide education-related organizations with a closer relationship with CABE. In 2011-2012, we had 12 Education Affiliates.

A current list of Business and Education Affiliate members can be found on page 3.

Providing services to meet member needs Advocacy CABE’s positions on a broad range of local, state and federal issues are adopted each year at the Delegate Assembly. The State Relations Committee then develops CABE’s Legislative Priorities, and board members and staff implement the advocacy agenda. In this “year of education” at the legislature, CABE was involved in an unprecedented number of discussions with legislative leaders and the Governor’s office, and partnered with numerous other organizations to promote public education.

Highlights of CABE’s advocacy efforts were: • Relentless efforts to maintain current levels of education funding.

• Defeat of numerous proposed new mandates.

• Participation in meetings with legislators around the state. Board members were able to give legislators factual and anecdotal information on issues

to be debated in the General Assembly.

• CABE staff reviewed all pending legislation, and monitored, provided testimony and lobbied those with an impact on education. The focus of CABE’s legislative efforts centered on increasing flexibility for school districts, defeating numerous new mandates, and working with other organizations on issues of mutual interest.

• A successful Day on the Hill program, which included the participation of many high school students and school business officials.

• The Advocacy Action Center, which makes it easier for board members to communicate with their legislators and to access more information on pending legislation. During the session emails were sent out on a weekly basis to all members who requested the most current legislative information.

• Participation in and monitoring of numerous task forces, including those addressing the achievement gap, the Education Cost Sharing formula, implementation of high school reform, and teacher and administrator evaluation.

Federal Relations Program Our Federal Relations Committee lobbied the Connecticut Congressional delegation on several key issues: the reauthorization of ESEA, increasing funding for special education, modifying federal special education requirements, investing in early childhood programs, and providing resources for Title I programming.

Legal Issues Over the last year, CABE’s attorneys have responded to hundreds of requests from board members and superintendents asking for individual assistance on legal issues involving student discipline, teacher tenure, contract issues, personnel practices, freedom of information, parliamentary procedure, meeting procedures, grievances, referenda, special education and other issues.

Other legal services to school districts included: workshops for board members and other organizations on such issues as referenda, freedom of information, collective bargaining, student discipline, board roles and responsibilities and parliamentary procedure. CABE also participates as amicus curiae in cases of statewide impact.

In the last year, we’ve conducted several workshops on teacher compensation and student achievement, including CABE’s annual Collective Bargaining workshop.

Legal Issues workshops included Roles and Responsibilities of Board of Education Members, freedom of information, religion in the public schools and the annual Negotiations Workshop at the CABE Convention.

In addition to legal issues, CABE has also been collecting and distributing information on district budgets each season. (please see page 12)

12

The Journal

– Connecticut Association of Boards of Education • September 2012

Report to the Membership 2011-2012 CABE: Dedicated to strengthening public education thorugh advocacy, professional development and service to boards of education.

This past season marks the 3rd year CABE has been collecting data and sharing districts’ budget information on our Board Chair Listerv.

Negotiations and Labor Issues CABE redesigned its surveys for collection of the salary and benefit information of superintendents, administrators, teachers,

bers to receive information on areas of interest with no additional membership fee.

By providing us with an email address members receive: Advocacy, Policy, Program and Labor Relations Highlights and the weekly (biweekly during July and August) e-newsletter, What’s Going on at CABE. CABE CONNection

Photo courtesy Wallingford Public Schools

paraprofessionals, and custodians. CABE has now started the redesign of its database file system to enhance the organization of the data and promote efficiency. The report formats are designed to be more userfriendly. Many individual data reports were also provided upon request to assist individual boards with their negotiations. Data and surveys are also available online to members at the CABE website.

CABE e-Services CABE Website — (www.cabe.org) – The CABE website, “powered” by finalsite, is provided to keep board of education members and the general public up-to-date about various services and information provided by the Association. This past year we updated our look to make our website more attractive and to make navigation easier.

Through our website, members have access to: policies and regulations from the CABE Core Policy Manual; The CABE Journal; superintendent/administrator data; a NCLB Resource Page; and much more.

Webinars – CABE has begun using webinars to provide timely information to more people. Some of these are presented live and others are recorded and placed on the CABE website for review at our members convenience. To see our growing selection of Webinars, visit our website and click on Podcast/webinars from our Education tab.

CABE Email Service – We provide CABE Email Services as a way for our mem-

In 2011-2012, 25 school districts took advantage of this communications service.

CABE offers this service to school districts to assist them in communicating with their many publics. Ten times a year, a packet full of communications ideas, tips, and articles is mailed or emailed to subscribers.

CABE-Meeting This program allows your central office to create and deliver board packets in a paperless environment. This program saves districts time and money, and allows board members easier access to data before and during meetings. We have added 5 districts since the last annual report and currently have 16 districts enrolled. This reflects an increase of 45%. We demonstrated CABEMeeting to an additional five districts and two municipalities that inquired about the product but have not yet made a decision about using CABE-Meeting.

CABE Search Services As part of CABE’s ongoing effort to provide local boards of education with the resources they need to carry out their most important responsibilities, we continue to strengthen our Search Services program.

Our consultants Jacqueline Jacoby, Randall Collins, Paul Gagliarducci and Robert King are uniquely qualified to assist boards in recruiting and retaining key personnel such as superintendents, principals and other critical members of your district staff.

This year CABE Search Services sent 19 proposals to Boards of Education looking

to hire key personnel.

In 2011-2012 CABE Search Services has performed 12 successful searches or is conducting searches for the following Boards of Education: Bethany – Superintendent of Schools, East Hartford – Superintendent of Schools, Enfield – Superintendent of Schools, Manchester – Superintendent of Schools, Oxford – Superintendent of Schools, Region #5 (Amity) – Superintendent of Schools, Region #12 – Superintendent of Schools, Rocky Hill – Superintendent of Schools, Scotland – Principal, Simsbury – Superintendent of Schools, Stamford – Superintendent of Schools and Stratford – Superintendent of Schools.

Unemployment Cost Control Our Unemployment Cost Control Program membership totaled 21 districts in 2011-12. This program, which is administered by CCC, offers consultation, claims processing and full administration of all unemployment compensation claims for a district.

Business Travel Insurance CABE contracts to provide Business Travel Insurance to all school board members whose boards are CABE members. This policy provides $25,000 of Accidental Death coverage and is free of charge to CABE members.

Coverage is for any school board member traveling on school board business, whether it is local commuting to school board meetings, meetings sponsored by CABE, or any state or national meeting related to being on the board.

Media Assistance for Member Districts CABE continues to offer this service to

members who need the services of a communications experts: • To improve internal communications with political leaders, parents, students and taxpayers • For member boards to get help in times of crisis communications • To learn about timing your message to rally support for your budget • To help member boards get the message out on the good programs in their district.

This work, in conjunction with Baldwin Media, will continue over the next year.

Providing services to meet members needs State CEUs As part of our professional development activities, CABE continues to be a stateapproved provider of continuing education units (CEUs). CEUs were awarded to approximately 171 superintendents, administrators and teachers for their attendance at CABE professional development programs.

School Governance Councils CABE continues to provide training for those School Governance Councils that request our support. We view this collaboration between local boards of education and Councils as a way to help transform schools, as well as galvanizing the community on education issues. We provided training for School Governance Councils in four districts and are glad to help out when other members desire the training for their councils..

Photo courtesy Newington Public Schools

Coming in 2012-2013 Revised Glossary of School Board Terms

The Journal

– Connecticut Association of Boards of Education • September 2012 CABE and Baldwin Media: Partners in Managing Communications

The

New Collective Bargaining Handbook available

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC Even though the new school year has just begun, some districts were still busy over the summer dealing with some pretty high profile media stories. Due to the confidentially of these situations, I can’t speak to the details, but from a public relations perspective, I can speak to what was done right to minimize the media impact and more importantly the public perception of the issues.

Step One: Know the benefits of CABE membership

Step Four: Bringing in Hands on Expertise In two of these situations the media was heavily interested in telling the story.

The problem was initially that; 1) they didn’t truly understand the issue and 2) the media was getting their information from the wrong people.

How many times have you seen or read a story where the reporter merely stops at a gas station or any public place and asks a totally random person a question, who doesn’t know the details, but wants to say something for that ten seconds of fame?

It happens ALL the time. That is why it is important that media inquiries are not

All three districts are CABE members and were aware of the fact that one of the benefits of their CABE membership is the immediate services of Baldwin Media.

They called and spoke to me and in one of the three situations, we were able to deal with their issue with just a couple of phone calls and the approach worked. In the case of the other two situations, a more comprehensive plan and strategy was needed. Baldwin Media was then contracted via CABE by these districts to put together a more extensive communicaCABE recently mailed to member board tion plan for some pretty big issues. chairs a copy of the National School Boards Association (NSBA) publication, Telling Your Story: A Communications Step Two: Guide for School Boards.

Coordination of The Guide is a quick read full of valuable information that will assist you and communications between your Board in understanding and improvthe Superintendent ing your communications strategies and the Board Chair throughout the course of the school year.

It is important in sensitive situations While the guide gives you a lot of usethat the Superintendent and the Board are ful information and strategies for a more on the same page as far as what informasuccessful communications initiative, oftion can (or will) be released to the media ten additional resources and expertise are and to the public as well as strategically needed, especially in a crisis communicafiguring out who the best spokesperson is tions situation. in these particular cases. For example, in Over the course of the past couple of one scenario, which was an issue involvyears, several boards of education and ing an administrator, it was appropriate for superintendents have taken advantage of the Board Chair to speak to the press CABE’s contractual affiliation with Baldinitially and then as the situation evolved, win Media Marketing (see above), proit was the Superintendent who released viding hands-on assistance, professional information.

ignored and that the correct information gets out there on your district’s behalf.

Oftentimes what Baldwin Media will do is filter the media calls and inquiries and prepare our “spokesperson” in advance of talking with the reporter.

We may have five minutes or five hours but whatever it is, it is always beneficial to be prepared.

Editorial Note: CABE and Baldwin Media partner to provide crisis management services in the initial phase of a media emergency to all CABE members.

In addition, we now offer communications services through CABE and delivered by Baldwin Media. For further information, contact Executive Director Robert Rader at 860-571-7446 or rrader@cabe.org.

CABE is pleased to introduce the newly updated Collective Bargaining Handbook.

This handbook contains practical information that we believe will enable you to better understand the collective bargaining process and be a more prepared member of your board of education. There is no substitute for careful preparation.

New in this revision is an explanation of the Teacher Negotiation Act and the Municipal Employees Relations Act. There are sections on: ground rules, preparing for negotiations, bargaining strategies and techniques, provisions a public employer should try to obtain, common board mistakes in bargaining, and collective bargaining terms.

This handbook is designed as a reference guide to the negotiations process for school boards. The handbook is not intended to provide specific or direct advice regarding the legal responsibilities of the school board or school officials.

For specific legal advice or if assistance is required, please contact CABE at 860-571-7446 or your district’s negotiating attorney.

The handbook was mailed to board chairs in August. If you would like additional copies they are available for $7.95 each by calling CABE at 800-317-0033 or 860-5717446.

New publication provides communications strategies

Step Three: Development of “Key Messages” Regardless of who is speaking to the “issue,” it is imperative that key messages are developed. Despite what questions the media or the public asks you, what is the message that you want to disseminate? This process is especially valuable for educators, who with all due respect, don’t always speak in layman’s terms.

While we all realize that due to legal issues and confidentiality there are certain things that can’t be discussed, there are ways of saying something that will hopefully calm the fury and let people know that the situation is being dealt with in an appropriate manner.

13

development and expertise to CABE member districts.

The ultimate goal for all of us is to get the good word out on the positive things that are happening in public education.

You can contact CABE at 860-571-7446 or Baldwin Media directly at 860-408-1580.

If you would like to purchase additional copies of Telling Your Story, A Communications Guide for School Boards, they are available for $8.95 each by calling CABE at 860-317-0033 or 860-571-7446.

State Election Enforcement Commission rules in Board favor A board of education member may express support for a pending referendum during a televised board of education meeting without violating the law as long as members of the general public are allowed to express opinions.

A complaint was filed by George Ruhe alleging that Martin Walsh, a member of the Wethersfield Board of Education, expressed support for a referendum during a televised meeting of the board of education in April of this year. Connecticut General Statute Section 9-369b(a) provides that “No expenditure of state or

municipal funds shall be made to influence any person to vote for approval or disapproval of any such proposal or question.” The State Elections Enforcement Commission (SEEC) found that Mr. Walsh’s opportunity to make comment was, in effect, no greater than any member of the public wishing to speak and, as such, the nature of his municipal office was immaterial.

The SEEC also ruled on a separate complaint filed by Mr. Ruhe regarding a flyer that allegedly supported the referendum to renovate the high school. The

SEEC found that the Town of Wethersfield and its agents wrote the flyer with help from an architectural firm, consulted the town attorney, and then sought advice from SEEC employees.

Edits that the SEEC’s employees recommended were included in the flyer and the amended flyer was submitted back to the SEEC for additional review. The SEEC found that the law was not violated in either instance.

CT Law Tribune, August 6, 2012 Kelly B. Moyher Senior Staff Attorney, CABE

14

The Journal

– Connecticut Association of Boards of Education • September 2012

Schools can’t reject blueberries Editor’s Note: Jamie Vollmer was the Friday morning speaker at the 2010 CABE/CAPSS Convention. We thought you’d enjoy this story!

“If I ran my business the way you people operate your schools, I wouldn’t be in business very long!”

I stood before an auditorium filled with outraged teachers who were becoming angrier by the minute. My speech had entirely consumed their precious 90 minutes of inservice.Hence their initial icy glares had turned to restless agitation.

You could cut the hostility with a knife.

I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream company that became famous in the

middle1980s when People Magazine chose our blueberry as the “Best Ice Cream in America.”

I was convinced of two things. First, public schools needed to change; they were archaic selecting and sorting mechanisms designed for the industrial age and

out of step with the needs of our emerging “knowledge society.”

Second, educators were a major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure, and shielded by a bureaucratic monopoly. They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement!

In retrospect, the speech was perfectly balanced – equal parts ignorance and arrogance. As soon as I finished, a woman’s hand shot up. She appeared polite, pleasant – she was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload.

She began quietly, “We are told, sir, that you manage a company that makes good ice cream.”

I smugly replied, “Best ice cream in America, Ma’am.”

“How nice,” she said. “Is it rich and smooth?”

“Sixteen percent butterfat,” I crowed.

“Premium ingredients?” she inquired.

“Super-premium! Nothing but triple A.” I was on a roll. I never saw the next line coming.

“Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing on your receiving dock and you see an inferior shipment of

blueberries arrive, what do you do?”

In the silence of that room, I could hear the trap snap…. I was dead meat, but I wasn’t going to lie.

“I send them back.”

She jumped to her feet.

“That’s right!” she barked, “and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one! And that, Mr. Vollmer, is why it’s not a business. It’s school!”

In an explosion, all 290 teachers, principals, bus drivers, aides, custodians, and secretaries jumped to their feet and yelled, “Yeah! Blueberries! Blueberries!”

And so began my long transformation.

Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night.

None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society.

But educators cannot do this alone; these changes can occur only with the understanding, trust, permission, and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America.

Jamie Robert Vollmer © 2011 Jamie Vollmer is a former business executive and attorney who now works to increase public support for America’s public schools. His new book, Schools Cannot Do It Alone is available at www.jamievollmer.com

CABE-Meeting CABE-Meeting is a user-friendly, web-based service specifically designed to assist the board, superintendent and central office staff in preparing for and running board of education meetings.

An exciting feature designed for use by committees, in addtion to boards of education, was recently added to CABE-Meeting. Now all your board work and committee information is conveniently located in one place!

Is CABE-Meeting for you?

Learn more:

• Do you want to save your district money?

• Do you want to utilize technology to enable staff to be more efficient?

• Do you want to focus more of your human and financial resources on increasing student achievement in your district?

• Do you want to enhance communication with your community?

• Do you want to model the methods that should be used to infuse technology in your schools?

If you answered “yes” to at least one of the above questions, read on.

CABE-Meeting can help you!

Take a few minutes and go to http://www.cabe.org/page.cfm?p=158 to complete our CABE-Meeting cost analysis worksheet (located at the bottom of the page) and see how much your district can save in one year. Districts can save thousands of dollars each year by using CABE-Meeting.

For more information, a list of districts currently using CABEMeeting or to schedule a demonstration for your board, call Lisa Steimer at 800-317-0033 or 860571-7446 or email lsteimer@cabe.org.

CABE-Meeting Lisa Steimer Connecticut Association of Boards of Education 81 Wolcott Hill Road Wethersfield, CT 06109 www.cabe.org

The Journal

– Connecticut Association of Boards of Education • September 2012

15

Education Reform update (continued from page 1) rated into the model a great deal of room for professional judgment, as well as flexibility based on the needs and priorities of particular districts and schools.

While some members of the Working Groups reacted negatively to the “speed” of this process, we were impressed that the Commissioner, the State Board of Education and the SDOE took advantage of the Governor’s focus on education reform to push forward changes to performance evaluation standards at a pace generally not seen in government actions.

The consulting groups that facilitated this process made us aware of best practices from other states, and we were able to contribute similar best practices from our own school districts.

The consultants also encouraged

1. CABE Board and Staff Members Who Served on Committees: Teacher - James Marpe (Westport) and Patrice McCarthy (CABE Staff) Administrator - Elaine Whitney (Westport) and Bob Rader (CABE Staff) Pupil Personnel Services - Richard Murray (Killingly), Anne Gruenberg (Hampton) and Sheila McKay (CABE Staff)

dialogue and feedback from all the stakeholders represented in the Working Groups, but they were also very effective in limiting redundant discussion and creating closure on key points.

Where Do Things Stand?

The pilots of the new Connecticut State Model for Educator Performance Evaluation and Support are underway in ten districts. Even more importantly, every district in Connecticut will be required to implement either the State Model or its own Commissioner-approved plan starting on July 1, 2013.

Yes, things are moving fast. And yes, the changes will be substantial for every district in Connecticut – and huge for some. But, ready or not, districts need to act now.

2. List of pilot districts: Bethany, Orange, and Woodbridge; Branford; Bridgeport; Capitol Region Education Council (CREC); Columbia, Eastford, Franklin, and Sterling; Litchfield and Region 6; Norwalk; Waterford; Windham; and Windsor.

Additional Information is available on the SDE website (http://www.sde. ct.gov).

What Role Should Board Members Play?

As a starting point, if they have not already done so, boards should consider adding preparation for the new system of teacher and administrator evaluation and support to their goals for 2012-13. Next, each board member should become familiar with two key outputs from PEAC and its Working Groups: 1. The Core Requirements: The minimum standards each district must meet. This set of standards was asopted as guidelines by the State Board of Education.

2. The State Model: A pre-approved, flexible plan and set of resources which meets the Core Requirements and is being piloted this year. The State Model can be seen as an “off the shelf” plan for addressing the new requirements. It is targeted to be both flexible enough to meet the needs of a large majority of Connecticut districts and rigorous enough to incorporate incentives and opportunities for the continuous professional growth of our educators.

During the course of the 2012-13 school year, boards and their districts will need to: • Follow the pilot implementation process and any associated lessons learned (CABE will provide updates

and seminar opportunities, including a session at the CABE/CAPSS Convention to facilitate this); • Compare the Core Requirements and the State Model to your district’s current approach.

• Decide what part(s), if any, of the State Model your district will adopt.

• Develop a district-specific plan for any components of the new system where your district will diverge from the State Model (if anywhere).

• Obtain approval from the Commissioner of any district-specific plans.

• Assess the budget implications of how your district will implement the new system (e.g., administrative staffing levels; where to allocate your district’s professional and curriculum development resources).

To prepare for the 2013-14 budget cycle, we suggest that districts should at least begin this discussion this fall.

• Conduct corresponding profesional development in advance of the 2013-14 launch (i.e., by summer 2013).

As much work as there is ahead, we are hopeful that this new system will be a model for other states and will help Connecticut to close its achievement gap through raising the achievement of all of its students.

Running a district is hard Lighten your load with an updated policy manual

You need an up-to-date policy manual to run your district effectively. CABE can help. Our policy specialists will assist in updating your manual, ensuring your district’s policies are current and up-to-date with the Connecticut statutes.

Call Vincent Mustaro, Senior Staff Associate for Policy Service (860) 571-7446 or (800) 317-0033 to begin updating your manual today.

16

The Journal

â&#x20AC;&#x201C; Connecticut Association of Boards of Education â&#x20AC;˘ September 2012

CABE Summer Leadership Conference

Participants from across the State attended the Summer Leadership Conference. Pictured at the right and below were speakers at the Conference.

Ken Imperato, Planning, Support and Assessment Coordinator, Bureau of Choice Programs, Connecticut State Department of Education.

Lydia Tedone, President, CABE and Chair, Simsbury Board of Education.

Lisa Steimer, Sr. Staff Associate for Professional Development, CABE. Patrice A. McCarthy, Deputy Director and General Counsel, CABE.

Lol Fearon, Chief, Bureau of Accountability and Improvement, Connecticut State Department of Education.

Nicholas Caruso, Sr. Staff Associate for Field Services, CABE.

CABE Executive Director Robert Rader listening to Ray Newport, General Manager, New Zealand School Trustees Association at the Summer Leadership Conference.

Robert King, Consultant, CABE, talked about the importance of respecting the languages, cultures and life experiences of our diverse community members.

The Journal

– Connecticut Association of Boards of Education • September 2012

17

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 and a half. We did this:

➤By helping school boards to increase student achievement: • Met with Meriden Superintendent Mark Begnini and Chair Mark Hughes; Wethersfield Superintendent Michael Emmet and Chair John Cascio; and New Britain Superintendent Kelt Cooper and Board Chair Sharon Beloin-Saavedra on CABE services, programs and activities.

• Provided Lighthouse training for the Killingly Board of Education.

• Sent two issues of “Policy Highlights” via email listserv covering topics that affect student achievement. This included staff development for certified employees, student excused and unexcused absences and truancy, student dress codes and the value of good policy.

➤By representing Connecticut school boards on the national level: • Participated in the National Lighthouse Planning meeting.

• Participated in two meetings of the performance Evaluation Advisory Committee (PEAC) Principals Subgroup.

• Attended Commissioner Pryor’s workshop on Connecticut ESEA Waiver.

• Participated in NSBA’s Summer Institute for State Association Executive Directors.

• Attended NSBA Council of School Attorneys Officers meeting.

• Participated in conference call to plan NSBA State Asociation Counsel meeting.

• Participated in Red Tape Task Force meeting.

• Participated in Educator Preparation Committee meeting.

• Attended State Board of Education meeting.

• Attended Performance Evaluation Advisory Council Committee meeting.

• Attended Financial Literacy Coalition meeting.

• Attended CAPSS International Education Committee meeting.

• Participated in Uniform Chart of Accounts Committee meeting.

➤By providing opportunities for members to learn how to better govern their districts: • Planned, implemented and presented at CABE’s 2nd Annual Summer Leadership Conference.

• Trained Windsor and Region 18 Central Office staff on use of CABE-Meeting • Facilitated Roles and Responsibilities workshop for Madison Board of Education.

• Provided policy information to 30 districts, one RESC, four out-of-state school board associations, and NSBA through 55 answered requests for information or sample policies, on 39 topics. The topics of greatest interest included attendance and truancy issues, required student and parental notifications, restraint and seclusion issues, and student records.

➤By promoting public education: • Answered questions about the current legal issues facing boards of education. “HOT” topics this month were: adopting new policies, meeting agendas, student search and seizure, board vacancy and records retention.

• Attended Commissioner’s meeting pertaining to the implications of the federal ESEA waiver granted.

• Staffed CABE’s Vision Committee meeting.

CABE Nominating Committee CABE is looking for board members to serve on the CABE Nominating Committee established to develop a roster of officers who are to be elected at the annual CABE/CAPSS Convention.

CABE is soliciting nominations for CABE Officers and CABE Area Directors for 2012-2013. These positions provide an important link between CABE and its members.

Please contact CABE if you or a member of your board is interested in serving in this important role so we can send you a job description and application form.

Contact Gail Heath at the CABE office at 860 571-7446 or email gheath@ cabe.org to obtain the above material.

➤ By ensuring members receive the most up-to-date communications: • Prepared Custom Policy Service material for Brooklyn, Columbia, Windsor Locks, and Woodbridge.

• Met with the Superintendent Gary Mala, Avon to review the district’s policy needs.

• Entered into a contract to develop new policy manual for Griswold.

➤By providing services to meet members needs:

• Facilitated Goal Setting workshop for Watertown Board of Education.

• Facilitated day and a half board/ administrative retreat for the Shelton board of Education.

• Entered into an agreement to do an audit of the policy manual of the Avon Public Schools.

• Completed the audit of the policy manual of the Watertown Public Schools.

• In the process of completing the audit of the policy manual of the Scotland School District.

• Provided custom update material for Old Saybrook and Stafford.

CABE Search Services is recruiting for

SUPERINTENDENT OF SCHOOLS BETHANY PUBLIC SCHOOLS DERBY PUBLIC SCHOOLS SCOTLAND PUBLIC SCHOOLS STRATFORD PUBLIC SCHOOLS

For an update or more information on vacancies go to our website: www.cabe.org For more information contact, CABE Search Services, Jacqueline V. Jacoby • 860-539-7594 Randall H. Collins • 860-625-5495 Paul Gagliarducci • 413-218-5692 Bob King • 203-461-0388 P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

18

The Journal

– Connecticut Association of Boards of Education • September 2012

CABE Board Recognition Awards Board Leadership Award and Board of Distinction Award The CABE Board Recognition Awards are designed to recognize boards that provide effective leadership to their districts through the use of good practices. This program, which acknowledges the importance of school board members and superintendents working together as effective teams, continues an important trend among school board associations across the country.

• CABE Board Leadership Award - Level One includes 34 items and boards need to fulfill 22 of these with at least three completed in each of the following areas: board leadership/student achievement, board member professional development, policy, community rela-

tions, and related organizational leadership.

• CABE Board of Distinction Award - Level Two recognizes Boards which are truly exemplary. To be eligible for this higher level of award, the Board must have achieved Level One distinction at least twice in the past four years. Boards must achieve at least two Level Two items in each Level Two category to receive this award.

An optional question in Level One and Level Two, asks about what makes your Board’s leadership especially effective. These responses will be printed in the CABE Journal.

The Awards will be presented at the CABE Leadership Awards Reception at the CABE/CAPSS Convention on Friday, November 16, at the Mystic Marriott Hotel in Groton. Winning Board Chairs and Superintendents will be notified by email the wek of October 15. All members of your board of education who are attending the Convention are encourage to attend the awards ceremony.

Districts receiving the award for the first time will receive a plaque; and in the years following, plates for the plaque will be provided. Winning districts will also be honored, for one year, on a plaque that hangs in the Leonard Rovins Conference Room at

Who Pays for Education in CT?

50

53.53%

1

40

2 30

36.96%

3 4

20

0

DEADLINE for Submission: OCTOBER 12, 2012

Mark your calendar: Don’t miss professional development opportunities!

✔

September 19 Board Chair Roundtable 9:00 - 11:00 pm CABE Office Wethersfield October 1 New Legal Issues for a New School Year: Teacher Evaluation, Bullying and School Climate 9:00 am - 12:00 pm Sheraton Hartford South Hotel (formerly the Rocky Hill Marriott) Rocky Hill November 15 CABE Delegate Assembly Mystic Marriott Hotel, Groton

60

10

the CABE Office and will be recognized in the December CABE Journal.

9.07% Federal

1

.44% State

2

Source: Connecticut State Department of Education These are audited numbers from 2010-2011.

Local

3

Other

4

November 16-17 CABE/CAPSS Convention Boards and Superintendents: The Challenges and Opportunities Involved in Reforming and Transforming Education Mystic Marriott Hotel, Groton March 6 CABE Day-on-the-Hill 8:30 am - 5:00 pm The Bushnell Hartford Workshop information as well as registration information is also published on the CABE website at: www.cabe. org. If you have any questions, please contact Lisa Steimer at the CABE Office 800-317-0033 or 860-571-7446 or email Lisa at lsteimer@cabe.org

The Journal

– Connecticut Association of Boards of Education • September 2012

19

CABE Vision Committee

UPCOMING WORKSHOP

New Legal Issues for a New School Year: Teacher Evaluation, Bullying and School Climate October 1, 2012 • 9:00 am - 12:00 noon Sheraton Hartford South Hotel, Rocky Hill (formerly the Rocky Hill Marriott) This workshop is intended for board members, superintendents and legal counsel. The workshop will cover changes brought about by this year’s Legislative Session. Specifically, bills concerning teacher evaluation programs and teacher termination, as well as bills concerning bullying and school climate are of major importance to local school districts and can have great impact on a district and individual schools, teachers and administrators. Come learn more about these education reforms from the experts and learn how your district and educational community will be affected.

8:30 - 9:00 am 9:00 - 9:15 am

Registration Welcome and Introductions Kelly Moyher, Senior Staff Attorney, CABE 9:15 - 10:30 am Teachers, Evaluations and Terminations: An Overview of the New Laws and Requirements Presenter: Thomas B. Mooney, Atty., Shipman and Goodwin 10:30 - 11:50 am Bullying and School Climate: How to Help Your District Deal with These Issues Presenter: Marsha Moses, Atty, Berchem, Moses and Devlin 11:50 am -12:00 pm Q & A and Wrap-Up

Members of the CABE Vision Committee held their first meeting recently at the CABE office. Mary Broderick, Past President of CABE and NSBA, is serving as the Chairman of the Committee, which includes Richard Murray (Killingly), John Prins (Branford), Ann Gruenberg (Hampton), Nancy Tinker (Windham), and Becky Tyrrell (Plainville).

Patrice McCarthy, Bob Rader and Kelly Moyher will support the Committee. The questions the group will examine include: • What is the purpose of CABE? • What are significant emerging trends that CABE needs to address?

• What do local school board members need from CABE? The Committee will be engaging others to help inform their discussions.

If you are interested in attending or need more information either of these workshop, contact Melissa Dickinson at 860-571-7446. You can also register online www.cabe.org/page.cfm?p=108.

Does your policy manual look like this?

Then you are the perfect candidate for the CABE Customized Policy Service!

CABE’s Customized Policy Service tailors a policy manual for a subscribing board of education that reflects the specific needs and priorities of that community.

The service includes: • Review and analysis of existing policies for relevancy and compliance with federal and state statutes and regulations.

•

Review of current contracts and student and personnel handbooks for explicit and implied policies.

•

On-site consultation for school board members and school administrators by CABE staff.

•

Update of existing policies

•

Legal referencing of policies:

-

Connecticut and U.S. statutes Federal/state court decisions

•

Development of needed policies and regulations.

•

Use of CABE Codification System

•

Printing of policies and arrangement in manual.

•

Manual on CD

Fee is based on school district enrollment. For more information contact Vincent Mustaro at CABE 860-571-7446 or 800-317-0033. You can also email Policy Services at vmustaro@cabe.org.

20

The Journal

– Connecticut Association of Boards of Education • September 2012

REPRESENTING CONNECTICUT SCHOOL BOARDS FOR MORE THAN 35 YEARS THE LAW FIRM OF

SULLIVAN, SCHOEN, CAMPANE & CONNON, LLC With over thirty five years experience providing legal representation to Connecticut’s public school districts, Sullivan, Schoen has set the standard for public sector collective bargaining, has created an unparalleled body of case law favorable to school boards, and has established a proactive partnership with its clients to develop policies and practices that anticipate the law’s ever-evolving demands. Call us and see how we can help you.

646 Prospect Avenue Hartford, CT 06105-4286 Phone: 860-233-2141 Fax: 860-233-0516 William R. Connon, Partner

Website: sscc-law.com

Thank you for evaluating Wondershare PDF Merger! To remove this page, please register your program!

Go to Purchase Now>>

PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge

 Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one