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Connecticut Association of Boards of Education Vol. 21, No. 3

The Leading Voice for Connecticut Public Education

March 2017

“Out of the public schools grows the greatness of a nation.” - Mark Twain, Nov. 23,1900

CABE Needs Your Help to Protect School Funding With the release of the Governor’s proposed 2017-19 budget and a full schedule of public hearings, there is continuous activity at the State Legislature. While there are some modest proposals from the Governor for mandate relief, there is also overwhelming concern about the magnitude of the impact of the budget proposals on Connecticut’s public school system. The CABE Board of Directors and Staff have been working diligently on your behalf: • CABE and CAPSS appeared on CT-N the day the budget was released, and participated in a press

conference with the WhatWillOur ChildrenLose Coalition. • Staff also provided an overview of the budget via webinar, which is archived on the CABE website. • We have met with legislators and others on budget issues. • We have held or co-sponsored nine legislative breakfasts across the State. • We have visited the editorial boards of the Hartford Courant, The Day, the New Haven Register, and the Norwich Bulletin. • We continue to work with the Big 6 (CABE, CAPSS, CAS, CBIA, CCER and ConnCAN), the WhatWillSee CABE NEEDS page 12

LGBT Students Still Face Hostile School Climates Vincent Mustaro

SR. STAFF ASSOC. FOR POLICY SERVICE, CABE

Students can be most successful when they attend a school which is a safe and supportive learning environment. Boards of education, through their governance structure, policies, and practices, can help ensure that all youth maintain good mental and physical health. Developing such a culture also requires caring, accepting parents and supportive adults.

See LGBT page 11

Connecticut Association of Boards of Education Inc.

EXECUTIVE DIRECTOR, CABE

Regretfully, this environment has not been universally achieved for all students. To help Board Members better understand the needs of all students, the National School Boards Association (NSBA), for the last two years, has held Equity Symposiums, consistent with its mission of NSBA advocating for “Equity and Excellence in Public Education through School Board Governance.” One of the informative sessions Bob recently attended was “Coming Out for

Patrice A. McCarthy

DEPUTY DIRECTOR/GENERAL COUNSEL, CABE

At its February meeting the State Board of Education heard lengthy testimony on a petition to amend Connecticut Special Education Regulations regarding independent educational evaluations and classroom observations. Susan Freedman represented the Connecticut Council of School Attorneys, and Patrice McCarthy offered testimony on behalf of CABE and CAPSS. There was also testimony from attorneys, parent advocates and individual parents. The State Board of Education ultimately decided to establish a task force to make recommendations for any needed changes or clarifications to existing procedures. The Board also approved the designation of shortage areas for 2017-18 which are: 1. World Languages 2. Speech and Language Pathologist 3. Mathematics, 7-12 4. Science, 7-12 5. Special Education 6. Technology Education, PK-12

7. 8. 9. 10.

School Library Media Specialist Bilingual Education, PK-12 TESOL, PK-12 Occupational Subject, Vocational Technical School The Board approved the renewal of the charter for Booker T. Washington Academy for a 3-year period, but also placed the school on probation. The school must submit a correct action plan that includes measures to minimize behavioral incidents resulting in suspension and expulsions, address chronic absenteeism and include measures to improve student academic achievement. Directors of the school indicated that when the school originally opened in 2014, most of the staff was new to teaching and the school lacked the capacity to deal with discipline issues. The State Board of Education also reviewed the preliminary draft of Connecticut’s ESSA plan. While the federal regulations are on a 60 day hold, the state will continue to complete the state plan and seek public comments. Elements of the plan include: • The use of the results from the See FEBRUARY page 12

See You in Court

Policy Corner

Protecting Immigrant Students’

The Media Message

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81 Wolcott Hill Road Wethersfield, CT 06109-1242

Robert Rader

February State Board Meeting

Patrice A. McCarthy DEPUTY DIRECTOR/GENERAL COUNSEL, CABE

Periodical Postage PAID Hartford, CT

The Journal – Connecticut Association of Boards of Education | March 2017

PRESIDENT COMMENTARY

Collaboration

Ann Gruenberg PRESIDENT, CABE

First, it is necessary to state that, to a high degree of certainty, this piece is not “fake news”. What measure is used to determine this? For starters, it is not news, fake or otherwise. It is commentary. “It was the most civilized of ceremonies, punctuated by smiles, the handclasps and embraces of ex-rivals. The new President spoke calmly and earnestly, as though, in his assumption of the office, the partisan within him had at last given way to the leader. “ So begins an article titled “Rhetoric Meets Reality”, published by LIFE magazine on January 31, 1969. This was a timely recent find in the old barn behind the old house out in the New England countryside. It had clearly been sitting there for awhile. The message it shared was, however, curiously relevant during the winter of 2017. The new President in 1969, if we need to be reminded, was Richard Nixon. For many of us who remember that era, it may not seem so long ago. For those of you who were still a twinkle in the eyes of your parents, not yet born, it is historical. In any event, it is worth noting. On a recent trip to Washington, D.C., for the Equity Symposium and Advocacy Institute offered by the National School Boards Association, our contingent from Connecticut met with members of the congressional team and shared great appreciation for their collective leadership. Our Congressional delegation had

several important messages for us, including the urgency of engaging in ongoing local advocacy. The timing of the second Equity Symposium was pivotal, for though we have been strong advocates for many years, we are still working together to make and establish the progress that is necessary. We may not always agree about how to attain greater equity, but we are all committed to doing so. Just weeks after the Presidential Inauguration in January, the “new normal” in D.C. appears to include ongoing demonstrations. The Women’s March was followed by others, including those related to the rights of immigrants and refugees. It is interesting, indeed, that the month of March would be accompanied by ongoing Marches. We live in a democracy that has been exercising its collective right to certain freedoms. One especially poignant moment occurred while riding in a taxi driven by an exceptionally articulate man who acknowledged he was from Pakistan. He readily shared his views on life in highly positive terms. (Life is good.) As we paused for an especially long red light just outside the Newseum, he shared his distress about some of the recent political issues. He exclaimed that those alienating actions were not indicative of the greatness of America. He gestured with conviction to the wall on the Newseum on which an excerpt from the Constitution is carved in stone, stating “This is the greatness of America. It is right here. You just have to read it.” As we continue to work together in

People in the News Donald Harris, Chairman of the Bloomfield Board of Education, was recently nominated by Governor Malloy to serve on the State Board of Education, and his nomination was confirmed by the General Assembly. Don also serves as CABE’s Vice President for Government Relations, and Chairman of the Capitol Region Education Council (CREC). Congratulations Don! Lisa Steimer, Sr. Staff Associate for Professional Development recently completed the last step in the accreditation in public relations (APR) process. Last July, as part of earning this designation, Lisa successfully presented a communications plan she created for the CABE/CAPSS Convention before a Readiness Review Committee comprised of three APRs. In early February, as the last step to accreditation, Lisa passed the Examination for Accreditation in Public Relations. The exam tested knowledge in Researching, Planning, Implementing, and Evaluating Programs; Applying Ethics and Law; Managing Issues and Crisis Communications; Understanding Communications Models, Theories and History of the Profession; Leading the Public Relations Function; and Managing Relationships. This accreditation will be renewed every three years by participating in continuing education. The American Society of Association Executives (ASAE) recently announced that Robert Rader, was renewed as a Certified Association Executive (CAE) through 2019. The CAE is the highest professional credential in the association industry. Less than five percent of all association professionals have earned the CAE. To maintain this certification, individuals must undertake ongoing professional development and activities in association and nonprofit management.

Mission: To assist local and regional boards of education in providing high quality education for all Connecticut children through effective leadership. Vision: CABE is passionate about strengthening public education through high-performing, transformative local school board/superintendent leadership teams that inspire success for each child.

Board of Directors EXECUTIVE COMMITTEE

“As we continue to work together in teams with a strong, shared focus on what has been effective, based on solid evidence, we also continue to identify shared goals, to ensure the relevance of schools in the future.” teams with a strong, shared focus on what has been effective, based on solid evidence, we also continue to identify shared goals, to ensure the relevance of schools in the future. This shared focus is our responsibility and our strength. It is clear that our primary roles as stewards for public education are needed now, more than ever. We can work locally to support statewide plans regarding the Every Student Succeeds Act (ESSA) and we can continue to articulate how investing in public education is an investment in the future, as well at the present. Collaborative efforts are at the heart of effectiveness.

Upcoming Professional Development • • • •

March 8, 2017 CABE Day on the Hill 8:30 am Leadership and Issues Briefing 12:00 Noon Education Funding March | Individual Lobbying The Bushnell, Hartford Register online at www.cabe.org/ page.cfm?p=1141 March 25-27, 2017 NSBA Annual Conference Denver, CO To register contact NSBA - 703838-6722 March 31, 2017 Supporting Students and Staff in an Age of Anxiety CAS, 30 Realty Drive, Cheshire May 25, 2017 Collective Bargaining Four Points Sheraton, Meriden

Ann Gruenberg | President, Hampton Robert Mitchell | First Vice President, Montville Donald Harris | Vice President for Government Relations, Bloomfield Elizabeth Brown | Vice President for Professional Development, Waterbury Bob Trefry | Secretary/Treasurer, CT Technical High School System Richard Murray | Immediate Past President, Killingly John Prins | Member at Large, Branford Lydia Tedone | NSBA Director, Simsbury

AREA DIRECTORS

ASSOCIATES

COMMITTEE CHAIRS

Becky Tyrrell | Chair, Federal Relations, Plainville Bryan Hall | Chair, Resolutions, East Hartford Christopher Wilson | Chair, State Relations, Bristol

CITY REPRESENTATIVES

Richard Wareing | City Representative, Hartford Carlos Torre | City Representative, New Haven Jacqueline Heftman | City Representative, Stamford Charles Stango | City Representative, Waterbury

STAFF Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Rebecca Adams | Senior Staff Attorney Bonnie Carney | Senior Staff Associate for Publications Nicholas Caruso | Senior Staff Associate for Field Service and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development Teresa Costa | Coordinator of Finance and Administration Pamela Brooks | Senior Administrative Associate for Policy Service and Search Services Terry DeMars | Administrative Associate for Policy Service Gail Heath | Administrative Associate for Government Relations Wilmarie Newton | Administrative Associate for Labor Relations Nancy Propfe | Administrative Assistant for Membership Services Corliss Ucci | Receptionist and Assistant to Executive Director

The Journal – Connecticut Association of Boards of Education | March 2017

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS

Berchem, Moses & Devlin Pullman & Comley Shipman & Goodwin Support for the Budgetary Process SILVER MEMBERS Anthem Blue Cross and Blue Shield Arthur J. Gallagher & Company Corporate Cost Control Milone & MacBroom, Inc. Zangari Cohn Cuthbertson Duhl & Grello PC BRONZE PLUS MEMBERS Coordinated Transportation Solutions Friar Associates Kainen, Escalera & McHale, P.C. Milliman, Inc. O & G Industries The S/L/A/M Collaborative BRONZE MEMBERS Brown & Brown Insurance Chinni & Meuser LLC Dattco Inc. ECG Engineering, PC Fusfoo Media LLC Goldstein & Peck, P.C. JCJ Architecture The Lexington Group Perkins & Eastman Solutions Employee Assistance Program Sources4Teachers Suisman Shapiro Attorneys at Law

EXECUTIVE DIRECTOR COMMENTARY

Board Members and Superintendents Need to Focus on Their Relationship Robert Rader

EXECUTIVE DIRECTOR, CABE

This time of year, with so much in flux and such concern about local district budgets, it’s also important to remember that the Board/Superintendent Leadership Team needs to keep focused on its internal relationships and what it is doing for its students. When stress is high, having good relationships is even more important than when things are more settled. While this may seem to be an odd time to think about how well you work together, Boards and Superintendents should be planning a Board Self-Assessment and the required annual Superintendent Evaluation, usually done in the Spring. As you may know, CABE, CAPSS and LEAD Connecticut recently updated and strengthened our School Governance Position Statement, which sets out best practice on the roles and responsibilities of Boards and Superintendents. We did the same with Success Strategies for Leadership Team Evaluation, which provides a discussion of an effective process for self-assessment of the Board and for the Superintendent’s formal evaluation. It also contains our Board Self-Evaluation Instrument and a framework for the Superintendent’s evaluation.

The Superintendents’ View

EDUCATIONAL AFFILIATES

American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association for the Gifted Connecticut Association of School Business Officials Connecticut Center for School Change Connecticut School Buildings and Grounds Association Connecticut Technical High Schools Cooperative Educational Services EASTCONN EDUCATION CONNECTION LEARN Unified School District #1

Every year, American Association of School Administrators (AASA) releases a report on the American Superintendent. While this is a national study and information is not state-specific, it is interesting to examine superintendents’ opinions on issues such as career satisfaction and the obstacles that may inhibit their performance. The 2015 study, released in December indicates that approximately 75 percent of “present superintendents would choose to be a superintendent again”. This has not changed since a 2010 study, which provided the baseline data for career satisfaction. What self-reported factors inhibits a superintendent’s performance? The most significant issue was “politics”, which “do not differ significantly according to the district enrollment size”. Contributing to political activity appeared to be “Common Core, funding, teacher evaluation, bullying and testing.” Other concerns, not surprisingly, were “job stress, time commitment, and lack of adequate funding.”

Almost a quarter of superintendents found that their relationship with their school boards was a factor that most inhibited them. While “conflict with the Board and wanting a new challenge were the most often cited reasons to have left a previous superintendent position”, most “clearly” saw their Board’s contribution as an asset. Another interesting question: why would someone get into the superintendency? Over half of superintendents wanted to help their district and its students. According to the study, “Altruism is apparent while matters such as compensation appear to play a minor role.”

Expectations

CABE, CAPSS and LEAD Connecticut believe there needs to be a good working relationship between Board Members and the Superintendent of Schools for the Leadership Team to be as effective as possible. One building block of that relationship is the Board and the Superintendent having reasonable expectations of each other. CABE has long focused on the important responsibility of Board Members to ask questions. The Power of the Question is one of the most potent tools Board Members have, as they make decisions for their districts. Superintendents should expect Board Members to ask lots of questions. Nick Caruso has recently been working with the Iowa Association of School Boards and brought back a tool of Sample Board Questions for Progress Reports or Presentations at Board Meetings. Its intent is to “guide the format of presentations and progress reports shared by staff and community.” By providing a template, the Superintendent knows in advance the type of questions that will be asked when he or she brings an issue before the Board. While any Board and Superintendent could modify these questions, at the least, it provides a model for new Board Members in particular. Consistent with the best practice of not surprising Staff or Board Members at a meeting and ensuring they are focused on what’s best for students, here are the questions: 1. What is this action/initiative intended to improve? Describe the desired result, outcome or purpose as suc-

“Boards and Superintendents should be focused on student achievement, but if they are not working together and have different expectations of each other, it will soon become hard to focus on how well students are doing.”

cinctly as possible. 2. Which goal is this action/initiative aligned with? Describe the link between this action/initiative and the goal or priority it is intended to address. 3. What does it take to do or implement this well? Focus on the big picture or “balcony view” of essential elements or supports it will take to "make this work". For example: time, training, resources, leadership, financial elements, etc. 4. What will be the impact of this action/initiative? How do we know (data/information)? How will we measure impact? 5. What are the key roadblocks or challenges to doing this well? What are the likely ways to work around these roadblocks or challenges? 6. What are some of the key implications of this presentation/progress report for the Board and Superintendent? Implications might include areas such as: board learning, board leadership/advocacy, sharing common messages with the public/ staff, "staying the course", providing time/resources/financial support, etc. 7. What other options or alternatives did you consider? Do you have alternatives for the Board to weigh? See BOARD MEMBERS page 15

The Journal – Connecticut Association of Boards of Education | March 2017

Don’t Miss this Opportunity to Show Off YOUR Students Lisa Steimer

SENIOR STAFF ASSOCIATE FOR PROFESSIONAL DEVELOPMENT, CABE

The CABE/CAPSS Convention Committee wants to showcase your students at the 2017 CABE/CAPSS Convention! The Committee is looking for a variety of diverse and talented student performing groups to kick off the morning General Sessions on Friday and Saturday! Consider entering a vocal or instrumental group or a theater group to perform an

excerpt of a school production. The Convention Committee is also looking for additional talented and diverse students to display their talents on the Friday of the Convention. Think about entering artists, science students, robotics teams, etc. To have your students considered you must complete the entry form which was mailed to board chairs and superintendents and can also be found online at goo.gl/H17zQ7. Be certain to include a

Cheshire Public Schools

portfolio or video of student work. The deadline for entries is May 19, 2017. For more information contact Lisa Steimer at 860-571-7446 or lsteimer@cabe.org.

Bloomfield Public Schools

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This is one resource we think is valuable for districts to look at and we bring you this information as a service to our members. Patrice A. McCarthy Deputy Director and General Counsel, CABE

To assist you with these c h a l l e n ge s , CAPSS and CABE have established business partnerships with John Kowalsky and Bill Sudol around an effective method for prospective retirees to obtain health insurance coverage that is both affordable and comprehensive. Joseph J. Cirasuolo, Ed.D Executive Director, CAPSS

We are offering a dedicated explanation of the partnership process and we will work with you to achieve YOUR GOALS in a comprehensive manner.

1. Create an innovative retirement incentive strategy designed and developed specifically for your district to meet your goals and requirements. 2. Support for the Budgetary Process will provide group and individual Retirement Workshops to communicate with education staff as to the eligibility requirements for participation. 3. The workshop will include an explanation of benefits from the Teachers Retirement System. 4. Communicate to teachers the benefits and opportunities provided by the program and how to maximize tax advantages. Complete support provided to the district and teachers for the duration of the program.

The Journal – Connecticut Association of Boards of Education | March 2017 See You in Court – The Nutmeg Board of Education

Nutmeg’s Board Secretary takes detailed minutes - is there a problem? 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. Sally Scrivener was elected to the Nutmeg Board of Education last November, and she was surprised when her Board colleagues voted to elect her to serve as secretary of the Board. Sally is nothing if not conscientious, and she has taken her role very seriously. At each meeting of the Board, Sally assiduously scripts the proceedings, and she then carefully crafts her detailed minutes and sends them to Mr. Superintendent’s secretary in a Word document to publish on the Board website. Sally’s efforts to produce verbatim minutes have had an unintended consequence. What was a perfunctory exercise to approve the minutes each month has become a lengthy debate, as Board members offer various corrections to the detailed minutes, sometimes in an attempt to appear more thoughtful and articulate than Sally had described. After one especially contentious and lengthy review of the draft minutes, Bob Bombast spoke up, asking Sally not to go so “crazy” and to provide a more general description of the Board’s discussions and actions. Sally was grateful for the feedback, and she thanked the Board members for helping her to do a better job. In responding, Sally mentioned that she would also be less detailed in keeping the minutes of executive sessions. “What?!!” expostulated Bob Bombast. “Surely, you are not keeping minutes of our executive session discussions??!” “My name is Sally, Bob. And as secretary of the Board, I felt that it was my duty to keep minutes of our executive session discussions. How else can we show that we stayed within the lines during the executive session?” Ms. Chairperson was concerned as well. “Sally, why are we just learning this now? We had no idea that you were taking minutes of our private discussions.” Now Sally was confused. “But you told me to take the executive session minutes, don’t you remember? So I did.” “I only meant to record who was there, when we convened the executive session, the topic of the executive session, and when we left executive session.” “Oh, I have all of that,” said Sally. Plus

a description of our discussions.” “I am not sure that was a good idea,” Ms. Chairperson responded fretfully. “Send the draft minutes along for our review, and we will decide how to handle these minutes in the future. Ace reporter Nancy Newshound of the Nutmeg Bugle listened with great interest to the Board’s discussion of Sally’s actions as Board secretary. The next day, she wrote an email to the full Board and Mr. Superintendent. In her email, Nancy warned the Board that by law its minutes should provide a detailed account of the Board discussion. To make matters worse, Nancy ended her email with an FOIA request for “all minutes, Board member notes and other recorded information concerning Board executive sessions since November 2016.” What, if any, records concerning those executive sessions must the Board disclose in response to Nancy’s FOIA request? In her efforts to be thorough, Sally has created a significant problem for the Board of Education. Under the Connecticut Freedom of Information Act, separate and inconsistent statutory provisions govern the executive session privilege and the right of public agencies to keep certain records confidential. Before tackling that disconnect, let’s take a general look at the legal requirements for board of education minutes. We start with the premise that all public agencies (including committees composed of or created by board of education members) are subject to these rules because they emanate from the Freedom of Information Act itself. Public agencies are required by law to “make, keep and maintain a record of the proceedings of its meetings,” and they must make their minutes available for public inspection within seven days. Public agencies (other than the state) are not required to post minutes on their websites, but most do. In any event, a record of any votes taken must be available for public inspection within forty-eight hours and must then be incorporated into the minutes of the session. More generally, minutes should state the time and place the meeting occurred, what members of the public agency were in attendance, and must record any votes taken by the public agency. There are special rules for executive session. The minutes of the public agency must state the reason for the executive session, and they must list the name of all persons in attendance (except for persons attending the executive session for a job interview). As with minutes of the meeting in

general, the minutes of executive session should also show when the executive session commenced and when it adjourned. From these requirements, we see that it is not necessary (and may be problematic) to have detailed minutes that are time-consuming to create and review. The minutes can be a simple description of the meeting, including the various required elements described above. As an operational matter, board members should consider for themselves how much further detail they want for their minutes. Sally’s taking minutes of the executive session discussions is a big problem for Nutmeg because the FOIA rules for meetings and for records are separate and different. A public agency can convene into executive session for one or more of five reasons set forth in the law, and a public agency can withhold from disclosure certain public records that are exempt in accordance with the statute. However, these two provisions are separate, and there is no general exemption of records related to executive session. When Sally distributed her minutes of executive session discussions to the other Board members, those minutes became public records subject to disclosure unless

there is an applicable exemption. For example, boards of education may discuss the evaluations of superintendents confidentially in executive session, but there is no exemption from disclosure for those evaluation records, and they would thus be subject to public disclosure. In sum, board members should not create records of executive session discussion. Finally, one further clarification may be helpful. Some board members are inveterate note-takers, and they may now wonder whether they may even take memory notes during an executive session discussion. The Appellate Court has ruled that memory notes, kept confidential by a member of a public agency, may be considered “preliminary drafts or notes” that are exempt from disclosure under the FOIA unless they are shared with the other members of the agency. Private notes kept confidential will not be subject to disclosure under the FOIA. Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal.

The Eighth Edition is here!!

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. The Eighth Edition was substantially rewritten to reflect statutory changes, significant case law developments in state and federal courts. Some of the numerous legal developments and update are as follows: School Safety and Security | Bullying Law Teacher Evaluation and Support | Teacher Tenure Act New Requirements for Professional Development Budget Issues | Prohibitions on Electronic Notifications of Referenda Minimum Budget Requirements |FMLA for Paraprofessionals Child Abuse and Neglect Reporting Requirements Uniform Regional School Calendars | Excusal | Student Assessments Pool Safety | Concussion Prevention and Education Sudden Cardiac Arrest Prevention and Education Administration and Storage of Epinephrine | Excused Absences Student Free Speech | Employee Free Speech

Order your copy TODAY by going to the CABE website: www.cabe.org/page.cfm?p=1241

The Journal – Connecticut Association of Boards of Education | March 2017

The Policy Corner Vincent A. Mustaro

SENIOR STAFF ASSOCIATE FOR POLICY SERVICE, CABE

Use Policy to Promote Equity and Diversity in Schools ity. “Significantly larger segments of our emerging workforce will come in future years from low-income and racial and ethnic groups that often have been the least well-served by our schools.” It is agreed that education plays the critical role in ensuring the development of citizens who can meet our nation’s challenges. Therefore, it is necessary to use our resources wisely to benefit all students. A resource that must be included is the diversity of the student population which needs to be capitalized on to enhance learning, achievement and success. A focus must be placed on leveraging and enhancing the diversity among students as an integral part of the educational enterprise.

Landmark Court Decision

After the landmark Supreme Court ruling in the 1954 Brown v. Board of Education case, the efforts of school districts focused on curing the problems of the

Policy Implications Over the next decade schools in Connecticut will continue to become more diverse. Therefore, a better understanding of diversity is critical. Educational leaders understand that to be more effective in managing diversity, and to capitalize on the diversity of the population, they need to be culturally competent in creating a positive school climate where all students, educators, staff and parents are respected and supported. The climate must be one which is free of discrimination, harassment, and violence. Every student deserves a respectful learning environment in which his/ her cultural, racial and ethnic diversity is valued and contributes to successful academic outcomes. Districts need to be committed to identifying and correcting practices and policies that perpetuate the achievement gap and institutional racism in all forms in order to provide all students with the opportunity to succeed. Learning and work environments are enriched and improved by the contributions, perspectives and very presence of diverse participants.

Sample policy #0523, “Equity and Diversity,” pertains to this topic. This is considered a “good practice” recommended policy for inclusion in a district’s policy manual. Samples are available from CABE’s Policy Service. In addition to the above-cited policy, there are several other policies which contribute to the creation and maintenance of a positive and nurturing school climate in which all students are socially, emotionally, physically, safe and supported and which is conducive to student achievement. These include, but are not limited to, policies pertaining to equal opportunity (#0521), religious neutrality (#0521.2), racial balance (#0522) nondiscrimination (#5145.4, #6121), anti-bullying (#5131.911), safe school climate (#5131.914), civility (#5145.54), harassment (#5145.52), racial harassment of students (#5145.42), cyberbullying (#5131.913), human dignity (#5145.43), transgender and non-conforming youth (#5145.53) and equal educational opportunity (#6121.1). All are available upon request.

past. Districts acted to end legally imposed segregation of students on the basis of race. This resulted, in the late 60’s and early 70s, in a significant decrease in the percentage of black students in severely segregated schools. However, school districts are not required to exercise policies to remediate segregation in perpetuity. In the aforementioned Journal article, the authors state that “the concept of legally mandated racial integration supported by a historical, remedial rationale has significantly less relevance to districts now than in decades past. Much of district energy today focuses on the educational, civic, and economic benefits that often result from well-developed policies and strategies that are mission-focused and forward-looking.” A major shift has occurred in the manner in which education leaders think and act regarding issues pertaining to diversity. The shift is a move away from court or federal agency imposed obligations to institutional choices. As a result, districts should ensure that its policies pertaining to equity and diversity are seen as tools that promote core educational benefits. Diversity acknowledges and embraces the richness of human differences. It includes, when considering the student body, such multiple factors, in addition to race, ethnicity and sex, references to socioeconomic status, neighborhood, language status, special education needs, academic performance and potential, record of achievement, community or civic engagement or interest and more.

Equity and Diversity Policy

Therefore, a district’s equity and diversity policy must not be a one-size-

fits-all approach. Diversity policies should be framed considering the educational objectives the board wants to achieve. Further, community involvement is essential. The community needs to understand the purpose, rationale and substance of the equity and diversity policy. Such a policy, when adopted, should serve to advance the educational goals of attaining higher student achievement, preparing students for a competitive global economy and inculcating civic and democratic values. The district’s equity and diversity policy should not be viewed as a remedial program intended to correct past wrongs. It is not about racial balancing, affirmative action or special benefits to a particular group. It “is about reaping the academic and educational benefits for all students that can flow from a diverse student body.”

The nation’s public schools represent the pluralism of American society. Unfortunately, many children experience their public school environment as unwelcoming or even violent. Prejudicial attitudes contribute to problematic intergroup relations in public school settings. Furthermore, teachers are often unprepared to work with the diversity of class, linguistic groups, sexual orientation, and other sociocultural backgrounds that make up the diverse student body in their classrooms. However, as stated in the article “Promoting Diversity in Your Schools,” by Arthur L. Coleman, Francisco M. Negron, Jr., and Katherine E. Lipper, published in the American School Board Journal, American education is at a crossroads with significant challenges. The need exists to educate students with the knowledge and skills required of a 21st Century workforce to the ongoing challenges of budgets and sufficiency of fiscal resources. In addition, another challenge is a demographic real-

Leadership

is about making others better as a result of your presence and making sure that impact lasts in your absence. – Sheryl Sandberg, COO of Facebook

The Journal â€“ Connecticut Association of Boards of Education | March 2017

The Journal – Connecticut Association of Boards of Education | March 2017

Protecting Immigrant Students’ Rights to Free Public Education in Your District Rebecca Adams

SENIOR STAFF ATTORNEY, CABE

Even though President Trump’s recent Executive Order on immigration had no direct impact on the rights of immigrant students to public education, this drastic shift in immigration policy may be a sign of changes to come, including the potential repeal of the Department of Homeland Security’s “sensitive locations” policy, under which schools are generally treated as off limits for immigration enforcement personnel and activities. Whether or not the Executive Order survives the courts or even if the President issues another order, as long as the Department of Homeland Security (DHS) and U.S. Immigration and Customs Enforcement (ICE) continue to follow the prior administration’s “sensitive locations” guidance, (https://www.cbp/border-security/sensative-locations-faqs), immigrant students will be safe from enforcement actions against them while attending school, with some limited exceptions. In this article I will walk through answers to the broadest and most common questions CABE members are asking: • What federal laws and policies define districts’ rights, roles, and responsibilities and those of immigrant students while they are attending school? • Can districts adopt policy regarding how to handle federal immigration enforcement? • What can and must we do if immigration enforcement officers demand access to our schools?

Federal Law

In Plyler v. Doe, the United State Supreme Court has established that all children in the United States are entitled to equal access to a basic public elementary and secondary education regardless of their actual or perceived immigration status, or the status of their parents/guardians. The Court stated that all children and youth between the ages 5 and 21, who have not received a high school diploma, have this right. Title VI of the Civil Rights Act of 1964 prohibits recipients of Federal financial assistance, including the State of Connecticut and its public school districts, from discriminating on the basis of race, color, or national origin. Regulations adopted under Title VI, and interpretation of those regulations, prohibit school districts “from unjustifiably utilizing criteria or methods of administration that have the effect of subjecting individuals to discrimination based on their race, color, or national origin, or have the effect of defeating or substantially impairing accomplishments of the objective of a program

for individuals or a particular race, color or national origin.” Connecticut law also provides valuable guidance. Even though the federal immigration law supersedes Connecticut law, it is worth mentioning that the Connecticut Constitution, Article 8, section 2, provides a constitutional right to an adequate and equitable public education to all students. In addition, under state law, public school districts may not prohibit undocumented students from enrolling in a district and receiving a free public education. When districts enroll students, residency, as documented through non-discriminatory proof, is the governing legal requirement which means that school personnel should not collect any information regarding immigration status but instead utilize alternative information as proof of age and residency.

Department of Homeland Security Regulations and Policy

Under current DHS policy, immigration enforcement, i.e., searching, detaining, and arresting immigrant students is allowed but only in very limited circumstances. DHS issued guidance detailing the significant limitations to enforcement involving students and specifies that enforcement may NOT from occur at or in “sensitive locations,” including schools. These sensitive locations include, but are not limited to, schools (and all school facilities) and school bus stops that are marked and/or known to enforcement personnel, when students are at the stop. It is important to note that the limitations are not a blanket prohibition on children on their way to and from school. Students who travel to school by means other than district transportation are not protected. The basic rule is that students are protected in areas “within the control” of the district. However, the status of schools as “sensitive locations” may be short lived. Since the DHS guidance is administrative policy rather than statutory law, President Trump has the discretion to change it without any action of the Congress.

FERPA

All students and families are afforded privacy protections of student information, including records related to immigration status, under the Family Educational Rights and Privacy Act (“FERPA”). All requests for student information are subject to FERPA, which prohibits the release of student information absent parental consent, or if the student is over 18, student consent. While there are limited exceptions under FERPA, there is no specific exception authorizing immi-

gration or government officials to receive student information absent a valid release or specific order from a court of competent jurisdiction.

Adoption, Implementation, and Enforceability of School District Policies

Long before the Trump Administration announced potential changes to immigration policy, school boards in Connecticut and across the nation adopted policies regarding school district procedures when responding to demand for access to schools and student information by immigration enforcement personnel. Today’s immigrant families have heightened levels of fear and anxiety about their safety and may be hesitant to send their children to school. Districts without written policy should consider adopting a resolution or policy in order to reassure families and students that they are welcome and confirm that districts will not provide immigration information but will provide all of the available legal protections. School board policies detailing procedure for addressing immigration enforcement officials, including denying admission and refusing to disclose student information are valid to the extent that they comply with federal law and policy. If the administration repeals the limitations on enforcement in schools, such policies will have no legal effect.

ICE, DHS or Other Federal Enforcement Official Requiring Access to Schools, Students and/or Student Information

On February 21, Governor Dannel Malloy and the State Department of Education issued guidance for school districts about how best to support students, how to respond to attempts on school grounds to question a child’s immigration status or to obtain other information about students or their families, and how to provide educational resources for immigrant families regarding their rights. The guidance provides very specific information regarding what actions to take if ICE or personnel demand access to schools, students, and/or student information as follows: 1. If an ICE agent approaches a school asking for student information or for access to a student, that agent should be referred to the Superintendent’s Office or to the office of an appropriate administrator designated by the superintendent.

2. Generally, the superintendent or designee should immediately contact the district’s attorney before taking any action or providing any information in response to a request or visit from an ICE agent. The superintendent or designee should ask the ICE agent to state the reason and authority for the visit, whether the sensitive locations policy is being followed, and, if so, why the sensitive locations policy permits the visit. 3. The superintendent or designee should ask the ICE agent to confirm that the agent has a warrant and to show the warrant. If the agent does not have a warrant, the school district official should decline entry. 4. If the agent does have a warrant, the school official should review it carefully to determine exactly what it authorizes ICE to do, and who issued it. Please note that, depending on the situation, ICE agents may have “administrative warrants” that are not court orders signed by a judge. School officials should not assume that an ICE agent has the authority to enter school facilities or obtain information or records based on an administrative warrant. In the Connecticut State Department of Education’s view, a variety of situations could arise in the school setting, including when ICE agents demand records or information concerning a student, where a warrant signed by a judge or other appropriate court order likely would be required by law. In planning for interactions with ICE, districts should consult with their attorneys about these issues. Law and administrative regulations and policies are in a state of flux. CABE is watching closely and will report on developments in immigration law that may impact your districts as soon as information is available. For more information on this topic please contact Rebecca Adams at (860) 571-7446 or radams@cabe.org. For sample policies please contact Vin Mustaro at (860) 571-7446 or vmustaro@cabe.org.

The Journal – Connecticut Association of Boards of Education | March 2017

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The Journal â€“ Connecticut Association of Boards of Education | March 2017

Statewide Legislative Breakfasts Board Members and superintendents attended CABE Legislative Breakfasts around the State. Recent breakfasts were held in: CABE Area 2 hosted by CREC, CABE, HASA at the State Capitol in Hartford; CABE Area 8 hosted by John Winthrop Middle School in Deep River; and CABE Area 9 hosted by Fitch High School in Groton.

John Winthrop Middle School in Deep River hosted the Area 8 Legislative Breakfast. Attendees included: Lon Seidman (Essex) CABE Area 8 Director.

Representative Doug McCrory addressed the attendees at the CABE/CREC/HASA Area 2 Legislative Breakfast held at the State Capitol in Hartford. CREC, CABE, and HASA hosted the CABE Area 2 Legislative Breakfast held at the State Capitol in Hartford. Donald Harris (Bloomfield), CABE Vice President for Government Relations and Chair of the CREC Council welcomed attendees.

Interested in a unique opportunity? CABE Search Services is recruiting for Consultant: Mary Broderick, Ed.D.

Area 9 Legislative Breakfast hosted by Fitch High School in Groton. Attendees included: Bob Mitchell (Montville) CABE First Vice President, Jason Hartling, Superintendent, Ledyard.

Principal (PK-12) Fishers Island School, Fishers Island (NY)

For an update or more information on vacancies go to our webiste: www.cabe.org/page.cfm?p=1176 For more information contact, CABE Search Services, 860-539-7594 P.O. Box 290252, Wethersfield, CT 06129-0252 Equal Opportunity Employer

Area 9 Legislative Breakfast hosted by Fitch High School in Groton. Attendees included: Senator Heather Somers, Ann Gruenberg (Hampton), Superintendent Michael Graner (Groton) and Area 9 Director Sean Nugent (Preston).

The Journal – Connecticut Association of Boards of Education | March 2017 LGBT Students

(continued from page 1) Inclusion: Serving LGBT Students and Improving School Climate.” Andrew Peters, the State Policy Manager for GLSEN, the “leading national organization focused on supporting LGBT students in k-12 schools” discussed its 2015 National School Climate Survey and the authority of Boards to create and adopt policies to make schools more inclusive for LGBT students. One of the questions frequently asked is what percentage of students in high schools identify as straight or LGBT? According to Peters, 88% of students say they’re straight. 12% list themselves as “other”. However, we need to be concerned about all of our students! The national statistics on what LGBT students face are eye-opening. Harassment continues in our schools as evidenced by the following: • 58% of LGBT students felt unsafe at school because of their sexual orientation and 43% because of their gender expression; • 85% experienced verbal harassment and 27% were physically harassed because of a personal characteristic, usually sexual orientation; • 98% of these students heard “gay”

used in a negative way; • 66% reported personally experiencing LGBT-related discriminatory policies or practices at school; • 51% of transgender students had been prevented from using their preferred name or pronoun; and, • 60% of transgender students had been required to use a bathroom of their legal sex. The result of this climate: LGBT students are three times as likely to miss school; have lower self-esteem; and, lower GPAs than other students. They are four times as likely to try suicide and three times more likely to have been forced to have sex. They are more likely to use drugs and more likely to be disciplined at school. Peters categorized this situation as a “health crisis” in our schools. While we know that Connecticut law protects LGBT students and the figures cited above were national, the 2015 State Snapshot on School Climate in Connecticut, upon investigation, revealed the following: • 85% of students heard “gay” used in a negative way; • About a third of LGBT students and 62% of transgender students were unable to use the school restroom

that aligned with their gender; and • 63% were verbally harassed, 21% were physically harassed and 10% were actually assaulted. Some encouraging factors also were revealed: • Almost all LGBT students knew of at least one supportive educator and 87% could identify six or more supportive educators; and, • 84% had access to a Gay-Straight Alliance or “similar student club that provides a safe and affirming space and promotes a more welcoming school climate for LGBTQ students.” LGBT youth can be successful and thrive in our Connecticut schools if they feel socially, emotionally, physically safe and supported. The creation of a positive and nurturing school climate is essential. GLSEN recommends that districts have policies that protect LGBT students, especially anti-bullying policies. The organization also suggests that school handbooks have clear language on bullying and clear reporting processes. Other policies which have a bearing on this issue also need to be a part of school handbooks. It also is important to ensure that educators understand these issues and teachers should feel empowered to intervene

in incidents of harassment. Staff training on how to create and maintain a safe and supportive school environment for all students must be provided. Educators should also make it known to students that they are willing to speak to students about these issues. A sign or symbol on a door can tell students that a supportive adult is available. Schools districts can implement clear policies, procedures and activities designed to promote a healthy environment for all students. This encourages respect for all students through prohibiting bullying, harassment and violence. CABE can assist by providing Boards with policies on bullying and safe school climate, nondiscrimination, youth suicide prevention, harassment, sexual abuse prevention and education program, cyberbullying, transgender and non-conforming youth and equity and diversity. On the national level, the Supreme Court has before it Gloucester School Dist. v GG, which is expected to provide guidance on restroom access to transgender students. The GLSEN 2015 National School Climate Survey is available at www.glsen.org.

The Journal – Connecticut Association of Boards of Education | March 2017

NSBA Advocacy Institute

CABE delegation lobby members of Congress in Washington, D.C. about legislation that affects Connecticut public schools.

Robert Rader; Representative Jim Himes; Sheila McKay; and Patrice McCarthy.

Robert Rader; Representative John Larson; CABE Vice President for Government Relations Donald Harris (Bloomfield); and CABE First Vice President Robert Mitchell (Montville).

CABE President Ann Gruenberg (Hampton); Patrice McCarthy; Representative Rosa DeLauro; and CABE Secretary/Treasurer Bob Trefry (CT Technical High School System).

FEBRUARY

Patrice McCarthy; Sheila McKay; Representative Joe Courtney; CABE First Vice President Robert Mitchell (Montville); Robert Rader; and CABE President Ann Gruenberg (Hampton).

Available in the CABE Online Bookstore!

An excellent book for Board Members, Superintendents and Administrators! Understanding the Connecticut Freedom of Information Act and Access to Public Meetings and Records Fourth Edition

Written by: Mark J. Sommaruga, Esq. Pullman & Comley, LLC to order the FOIA book go to the CABE Online Bookstore at: www.cabe.org/page.cfm?p=1256

(continued from page 1) Smarter Balanced student cohort growth model to measure improved academic achievement • Establish a goal of 94 percent 4 year graduation rate • Establish a growth model for the English language proficiency assessment The department indicated its attention to focus their support on the ten education reform districts.

CABE NEEDS

(continued from page 1) OurChildrenLose Coalition (WWOCL) and the Connecticut Coalition for Public Education on funding issues. Legislators are anxious to determine the specific impact on their communities, making it an ideal time for board members and superintendents to provide testimony at public hearings, attend CABE’s Day on the Hill on March 8, and maintain ongoing communications with their legislators.

CABE’s Unemployment Cost Management Service CABE has partnered with

Corporate Cost Control to offer support through a number of services to reduce costs and save staff time. Services include training and education, claims processing, charge auditing, hearings representation and budgeting/reporting. For more information you may visit our website at http://www.cabe.org/page. cfm?p=1198. If you have questions or would like to receive a quote, contact Teresa Costa at CABE at 860-571-7446 or email tcosta@cabe.org.

The Journal – Connecticut Association of Boards of Education | March 2017

The Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

What to Expect When You’re Expecting . . . . Media Coverage As a former news reporter, I conducted thousands of interviews over the course of many years and to this day people still ask me, “Why did you leave the news business?” While the answer to that is a bit complex, the real reason that I left is because of people like you. I saw first-hand the real communications struggle many Boards of Education and school administrators have with delivering their message. Today, I feel your pain. I see all the distraction that comes with spending far too much time having to figure out how to deal with bad news, allowing less time to focus on what you are really in the job for, which is providing the best education possible for your students. Having now counseled dozens of districts on a myriad of delicate and high profile issues, I want to pass along some of my best advice: Always take the time to be prepared. No responsi-

ble spokesperson, usually the Board Chair or Superintendent, for the district should speak to a journalist without: (A) a clearly articulated and vetted set of messages and (B) feeling comfortable and confident in delivering those messages. Public perception is that the interviewer is on the offense, while the interviewee is on the defense. No matter the situation, you must not allow yourself to get defensive. Also, regardless of the questions you are asked, you must proactively push out your key talking points, even if it’s in the context of answering a reporter’s question. I have asked this a thousand times; “Reporters have their agenda, what’s yours?” Having a firm grasp on your key messages is one way to remain on point during an interview. Still, there are “tricks” that reporters utilize to try to get the answers they want. In order to make sure that you stay on message, you need to be aware of the following:

1. Expect that a reporter will use small talk to try to get you to let down your guard. Nothing is wrong with a little polite chitchat, just never lose sight of the task at hand. The reporter is not your friend, especially during a crisis, and you must maintain your guard. Expect anything that you say to be quoted. 2. Expect that a reporter will ask the same question in a number of different ways. Recognize that if reporters don’t get what they want the first time, they will ask the same question again, phrasing it differently. It’s not up to you, however, to answer differently. Once you have answered the question you can say, “I believe I’ve answered that question already”. That’s a polite way of letting the reporter know it’s time to move on. 3. Expect that a reporter might begin a question with, “We spoke with some parents who say…” When this hap-

pens, you have every right to respond with something like, “I am not going to speculate on ‘what some parents are saying’ what I want people to know is……” 4. Expect that a reporter will try to use silence against you. The more you talk, the bigger your chances of digging a hole for your district. Say what you need to say (deliver your key message) and stop! 5. Expect that a reporter will end an interview with, “Is there anything else?” When that happens, seize the opportunity to restate your key messages. The bottom line is, good reporters do their homework and if you are speaking on behalf of the board or your district, you should too. Your job as a spokesperson is to ensure that you do what you can, in every situation to maintain the reputation, or in some cases minimize the impact of negative media coverage on your school district.

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The Journal – Connecticut Association of Boards of Education | March 2017

CABE Board of Directors Retreat

Patrice McCarthy, Teresa Costa, Ann Gruenberg (Hampton), Robert Rader, and Mary Broderick.

Joan Trivella (Brooklyn), Richard Murray (Killingly) John Prins (Branford) not visible Lydia Tedone (Simsbury) and Carlos Torre (New Haven).

Karen Kleine (Westport), Michelle Embree Ku (Newtown) and retreat facilitator Marji Lipshez-Shapiro, CT Anti-Defamation League.

Doug Smith (Plainfield), Donald Harris (Bloomfield), Nick Caruso, Elizabeth Brown (Waterbury) and Rebecca Adams.

WhatWillOurChildrenLose (WWOCL) Press Conference on the Governor’s Budget

Robert Mitchell (Montville); Michele Arn (Vernon) and Robert Trefry (CT Technical High School System).

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

• A policy manual updated within days of a board meeting. • Access to your policy manual 24/7 anywhere with Internet capability. • Timesaving links to legal and cross references. • A search engine specifically designed for board policy manuals. • The ability to search other online districts for similar policies or language. • A happier staff that will have less paper to deal with.

Patrice McCarthy, Joseph Cirasuolo and Dave Lenihan at the WhatWillOurChildrenLose press conference held at the Legislative Office Building in Hartford. View the press conference here: https://t.co/ eg995ysJXh

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

CABE and CAPSS Discuss Education Funding

CREC is pleased to announce a new cooperative purchasing program for disaster recovery services. This program provides you with access to vendors that have been vetted through our partner National IPA’s competitive bidding process, and can help districts quickly respond to an emergency.

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Expert Solutions

Patrice McCarthy and Joseph Cirasuolo talking about education funding at the State Capitol. Patrice and Joe start at 2:19:40 on the tape. http://www.ctn.state.ct.us/ctnplayer.asp?odID=13731

The Journal – Connecticut Association of Boards of Education | March 2017

CABE: working for YOU

Individualized Workshops | Professional Development Opportunities Legal Services | Policy Services | Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:

* By ensuring members

• •

receive the most up-to-date communications:

Took and passed Accreditation in Public Relations (APR) exam (see page 2) . Prepared material for Enfield, Cromwell, New Canaan, Plymouth and Stratford Boards of Education as part of the Custom Update Service. Facilitated twitter feed of interview with Patrice McCarthy on Opening day of the legislative session. Attended Shipman and Goodwin program: Teacher Evaluations in Connecticut

* By helping school boards to •

• •

increase student achievement

Sent two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included criminal justice information services, student records, wellness, green cleaning, ability grouping and acceleration. Facilitated board retreats for the Litchfield and Region #8 Boards of Education. Attended Alliance District Symposium on Creating Culturally Responsive Systems, CCSU Institute of Technology and Business Development.

BOARD MEMBER

(continued from page 3) [This question came from Nick Caruso, who often works in the field with Boards and Superintendents.]

Together

Boards and Superintendents should be focused on student achievement, but if they are not working together and have different expectations of each other, it will soon become hard to focus on how well students are doing. Yes, like all relationships, building a strong one takes work, thoughtfulness and empathy on both sides. However, when it all works right, the district will thrive, as will the Leadership Team. The two CABE/CAPSS/LEAD documents are available on the CABE website (www.cabe.org) under the “Leadership” banner on the home page (or go directly to goo.gl/AVgOfn). A Summary of the AASA document, Study of the American Superintendent: 2015 Mid-Decade Update,is available at goo.gl/RIKvFc For the entire document, one must belong to AASA.

* By representing Connecticut • • • • •

•

• •

•

• • • • •

school boards on the state or national level:

Participated in Lighthouse multi-state meeting. Participated in NSPRA webinar on creating school district ambassadors. Participated in the annual meeting of the Connecticut Society of Association Executives (CSAE). Attended Hartford Foundation for Public Giving Program on Preserving Immigrant Children’s Rights. Participated in conference call with the Regional Educational LaboratoryNortheast and Islands (REL-NEI) on how we can work together. Took part in Big 6 (CABE, CAPSS, CAS, CCER, CBIA, ConnCAN) meetings on school financing and press availability on Design Principles for a New School Funding Formula in CT. Met with the RESC Alliance on joint concerns. Took part in NSBA Diversity Symposium and Advocacy Institute, including meeting with member of the Connecticut congressional Delegation. Participated in meeting of the WhatWillOurChildrenLose Coalition (CABE, CAPSS, CASBO, CAS) and press conference on funding and mandate relief issues. Participated in meeting of the CT Coalition for Public Education (CABE, CAPSS, CAS, CEA and AFT-CT, CT PTA and the administrators’ union). Attended webinar on Equal Funding for Equal Effort: Property Tax Reform in CT. Attended CREC Council meeting. Attended State Board of Education meeting. Participated in Professional Learning Advisory Committee meeting. Participated in interview on CT-N on the Governor’s Budget.

* By providing services

• •

• • •

to meet members needs:

Participated in Finalsite webinar on social media. Participated in meeting with CAS about doing a program on Supporting Students and Staff in an Age of Anxiety. Participated in conference of BirthGrade 3 Leadership on ESSA and opportunities for youngsters. Responded to 40 requests for legal, governance guidance and State budget information. Responded to inquiries from Board of Education members and superintendents. The “Hot” Legal topics this month were: Minimum Budget Requirement and changes to alliance district funding, personnel search committees of the entire school, board, teacher’s retirement system as a state contract based upon bonding, applications to regional school

•

• • • •

districts of the 2014 amendments to CGS Section 10-222 requiring districts to submit budgets to “local legislative bodies” for consolidation of non-educational services, signing a Memorandum of Understanding with the State for fingerprinting services which districts are required by law to obtain, conflicts of interest when a family member works in a school board member district, immigration enforcement on school property, collecting enrollment information to confirm age in lieu of birth certificate, lack of HUSKY A coverage for undocumented students, and Open Choice tuition. Materials were prepared for East Hampton, North Stonington, Putnam, Region #6 and Windham Boards of Education as part of the Customized Policy Update Service. Conducting audits of the policy manuals of North Stonington and Sherman Boards of Education. Agreed to do an audit of the policy manual of the Norwalk Board of Education. Completed and mailed to subscribing districts Issue No. 2 of the Policy Update Service publication. Completed an audit of the policy manual of the Franklin Board of Education.

CABE-MEETING CABE-MEETING CABE-MEETING CABE-Meeting is a user-friendly online service offered by CABE specifically for school boards. Users can eliminate unnecessary paperwork, increase efficiency and reduce costs while enabling board members to utilize the latest in cutting edge technology. Using CABE-Meeting, the Meeting Manager can create an electronic meeting from developing the agenda to creating the minutes and everything in between.

CABE-Meeting Offers

Secure login access for board and district staff; access from any location with Internet access; search archived agenda and meeting related items in a flash; ability to download and print attachments; option to provide a public link to board meeting information

Your Subscription Provides

Access to CABE-Meeting; initial and ongoing training; support and maintenance; upgrades to the service

CABE Member Subscription Fees

* By providing opportunities • • • • •

• • •

• •

Initial Subscription – $3,000 Annual Maintenance – $1,500

for members to learn how to better govern their districts:

Provided Lighthouse training for the Stafford, Suffield, and Waterbury Boards of Education. Participated in meeting of the CABE Board of Directors’ Diversity Committee. Planned, implemented, hosted and attended successful Board Chair Roundtable workshop. Attended Shipman and Goodwin Guide to Robert’s Rules of Order webinar. Met with Superintendent, Board Members, and Chair of the Sherman Board of Education regarding evaluating the Superintendent who is also performing the duties of the principal. Held the first meeting of the 2017 CABE/CAPSS Convention Committee. Planned, implemented and participated in a successful CABE Board of Directors Retreat. Created and mailed 2017 CABE/ CAPSS Convention Call for Proposal Information and Talented Student Entry Information. Participated in CABE Diversity Committee meeting. Responded to sixty-three requests for policy information to 43 districts, one RESC, one newspaper, one out-ofstate school board association and one educational non-profit support

If you have an interest in this service, contact Lisa Steimer at 860-571-7446 or lsteimer@cabe.org.

group on 54 topics. Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest continued to include background checks of prospective employees, recruiters access to students, discipline, and wellness.

* By promoting public education: • Attended Legislative Breakfasts in • • • •

East Hartford and CABE Areas 2, 3, 6, 8, and 9. Met with legislators to discuss education issues. Met with the New Haven Register and The Day Editorial Boards on education issues. Attended opening day of the legislative session. Attended meeting of municipal advocacy groups.

The Journal – Connecticut Association of Boards of Education | March

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