The CABE Journal - April 2025

B C

www.cabe.org

Vol. 29, No. 4

April, 2025

View from the Capitol

12th U.S. Secretary of Education and Educator:

An Interview with Dr. Miguel Cardona

Sheila McKay

Associate Executive Director for Government Relations, CABE

Patrice McCarthy

Executive Director & General Counsel, CABE

Lisa Steimer

Deputy Executive Director, CABE

Focusing on a different culture or topic each month with intentionality allows us to take care of the responsibilities and constant “fires” that demand so much of our attention as well as expand our knowledge of the histories, talents, and needs of all students.

In the early 1980s, I attended an educational conference and heard a term that referred to Asian American/ Pacific Islander students as the “The Model Minority.” Being a member of a different “minority” group, as we were called, I shuddered and immediately thought of this term as a stereotype.

Why would one minority group be singled out and identified as being successful? What did that imply for my Black brothers and sisters and all of those who fell under the term minority? It made me feel that since other groups weren’t considered as successful as the AAPI students, it was our fault for not achieving at the same level. My upbringing wouldn’t let me accept that, so I decided to delve more deeply into the research that would substantiate a conclusion that

Lisa: You had the opportunity to meet many educators, families, and students across the country as Secretary of Education. Talk about your experiences and takeaways and what can be shared with boards of education members knowing that the work they are doing is so critical in today’s world.

Dr. Cardona: First of all, it is good to be able to have a conversation. Often times, I get asked to jump on and have conversations with folks to respond to what’s happening in education or to present an alternative. I want to start by saying “regardless of where we are in this country on education, I look at things as an opportunity. I am not a big believer in promoting doom and gloom, I have always been a cup half full type person and I have been fortunate in these positions throughout my whole career to really look at public education as the golden ticket. And having the experience of serving as the Secretary of Education for the country, and Commissioner of Education in Connecticut has really given me a nice perspective on not only state, but national opportunities for board members to really understand how important their work is.

And one of the major questions is how Board members think about their role in education. I would say in some cases some board members don’t

See MODEL MINORITY page 15

See DR. CARDONA page 12

New Haven Public School STEM

Martha Brackeen-Harris DEI Consultant, CABE

In May we will celebrate Asian American, Native Hawaiian, and Pacific Islander (AANHPI) Heritage Month. We will have opportunities to reflect and focus on the contributions that AANHPIs have made to our shared history. For educators, and all of those who are dedicated to ensuring all our children have a successful educational journey in all school systems across Connecticut, there is a plethora of updated information available to bolster your understanding of the unique culture and needs of this group-just as we do for others. There are commonalities among all cultures, but each culture has unique challenges that we need to understand so leaders can make decisions that not only are good for certain individuals but enhance the experiences of all students.

inside

The Model Minority Myth

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Connecticut Association of Boards of Education Inc.

Special education update: please thank the Legislature and the Governor for the additional $40 million for special education excess cost reimbursement grant for the current year’s budget. In conversations with Legislators about the transportation side of special education, there is potential to assist with combining bus routes-for better or worse – it’s getting talked about so please continue to share your special education transportation issues and other issues with Legislators.

The Governor’s proposal for $40 million to bring students back in district and to share services with other districts is for FY 2027 not FY 2026 so please share your need for immediate support. CABE supports your work, let us help you spread your best practices to other districts and the Legislature.

The work of the Select Committee on Special Education will ultimately be amended onto HB 5001 and SB 1.

If you want assistance in your lobbying efforts please contact me at smckay@cabe.org.

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Reviewing the Expanded Sick Leave Rules

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We v. Me: Advice for Board Chairs

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New CT Law Requires Some Schools to Gather Food for Composting

Periodical Postage PAID Hartford, CT

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The Journal – Connecticut Association of Boards of Education | April, 2025 PRESIDENT COMMENTARY The Federal Department of Education:

A Pillar of Equity and Quality for Connecticut Public Schools Leonard Lockhart President, CABE

With the ever-evolving educational landscape, ensuring that every student has access to a high-quality public education is both a moral imperative and an economic necessity. For Connecticut public school students, the federal Department of Education has been a critical pillar that supports and enhances the quality of education and fosters equal opportunities across the state. Its role extends far beyond the mere allocation of funds; it provides a robust framework for accountability, research-driven best practices, and policy guidance that shapes the educational environment at every level. This message explores why the federal Department of Education is essential for delivering high-quality education and equal opportunities in Connecticut, how the Connecticut General Assembly and local boards of education depend on its resources and expertise, and why CABE opposes any efforts to close the department.

The federal Department of Education is responsible for distributing significant federal funding appropriated by Congress to schools nationwide, including those in Connecticut.

These funds, often targeted toward historically underfunded and underserved communities, empower school districts to implement programs that improve student achievement and reduce educational disparities. Programs such as Title I, which provides financial assistance to schools with high numbers or high percentages of students from low-income families, are indispensable. In Connecticut, these funds help level the playing field by ensuring that schools in economically disadvantaged areas receive the support they need to offer competitive educational opportunities. Without the Department’s funding, many Connecticut public schools would struggle to provide essential services, ranging from advanced academic programs to special education resources, ultimately widening the gap between affluent and underprivileged districts.

Beyond funding, the federal Department of Education has historically established national standards and accountability measures that ensure a consistent quality of education across states. These standards act as

benchmarks for student achievement, teacher quality, and school performance. In Connecticut, educators and policymakers rely on these benchmarks to assess the efficacy of their educational programs and to drive continuous improvement. For example, federal accountability frameworks encourage schools to adopt data-driven approaches in curriculum development and instructional practices. This ensures that all students, regardless of their geographic or socioeconomic backgrounds, are held to high academic expectations. The Department’s oversight helps maintain educational quality by holding local districts accountable for meeting these standards, thereby reinforcing the state’s commitment to excellence and equity in education.

The pursuit of equal opportunity in education is a central tenet of the federal Department of Education’s mission. It actively works to eliminate discrimination and bias in the classroom, ensuring that every student has the opportunity to succeed regardless of race, gender, disability, or socioeconomic status. In Connecticut, initiatives backed by federal policies have led to more inclusive classrooms and the implementation of programs designed to support English language learners, students with disabilities, and those from marginalized communities. This inclusivity is vital not only for the academic growth of individual students but also for the broader social and economic development of the state. By fostering a diverse and equitable learning environment, the federal Department of Education helps prepare students for a globalized workforce, thereby contributing to the state’s long-term prosperity.

State and local educational leaders in Connecticut, including the Connecticut General Assembly, Connecticut State Department of Education, and local boards of education, depend heavily on the resources, data, and policy guidance provided by the federal Department of Education. The Department’s research and dissemination of best practices play a crucial role in shaping state legislation and local education policies. Lawmakers use federal data and accountability measures to craft policies that address educational disparities and promote excellence.

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 These policies, in turn, guide local boards of education in their decision-making processes, ensuring that every initiative aligns with both state and federal standards. The partnership between federal and local authorities facilitates a coordinated approach to educational improvement that benefits all students.

Moreover, the federal Department of Education’s emphasis on continuous improvement through research and innovation has a direct impact on Connecticut’s education system.

The department funds and supports research initiatives that investigate the most effective teaching methods, technological integrations, and curriculum designs. This research is then translated into practical strategies that local school boards implement to improve classroom instruction and student engagement. For example, Connecticut schools have been able to adopt innovative instructional technologies and pedagogical methods informed by federal research, thereby enhancing the learning experience. By serving as a repository of cutting-edge educational practices, the federal Department of Education ensures that Connecticut’s public schools remain at the forefront of educational excellence.

The significance of the federal Department of Education extends to its role in ensuring equity, a cornerstone of Connecticut’s educational philosophy. The department’s policies and programs work to mitigate systemic inequities that can hinder student success. In Connecticut, where socioeconomic diversity is a reality in many communities, federal oversight has been instrumental in reducing achievement gaps. The department’s commitment to equity ensures that students from all walks of life have access to the same high standards of education. This equitable approach not only benefits individual students See PRESIDENT page 3

EXECUTIVE COMMITTEE Leonard Lockhart | President, Windsor Meg Scata | First Vice President, Portland Lon Seidman | Vice President for Government Relations, Essex Eileen Baker | Vice President for Professional Development, Old Saybrook Anthony Perugini | Secretary/Treasurer, Cheshire Elizabeth Brown | Immediate Past President, Waterbury Lydia Tedone | NSBA Director, Simsbury Ethel Grant | Member at Large, Naugatuck AREA DIRECTORS Marion Manzo | Area 1 Co-Director, Region 15 Thomas van Stone | Area 1 Co-Director, Waterbury Jennifer Hockenhull | Area 2 Co-Director, Hartford Lisa Simone | Area 2 Co-Director, Bloomfield Julia Dennis | Area 2 Co-Director, Berlin Karen Colt | Area 3 Co-Director, Vernon Sara Kelley | Area 3 Co-Director, Stafford Chris Stewart | Area 4 Co-Director, Putnam Ailla Wasstrom-Evans | A rea 4 Co-Director, Brooklyn Chris Gilson | Area 5 Co-Director, Newtown Tina Malhotra | Area 5 Co-Director, Ridgefield Lee Goldstein | Area 6 Co-Director, Westport Jill McCammon | Area 6 Co-Director, Darien John Hatfield | Area 7 Co-Director, Seymour Melissa Mongillo | Area 7 Co-Director, Derby Edward Strumello | Area 7 Co-Director, Seymour Lindsay Dahlheimer | Area 8 Co-Director, Region 13 Seth Klaskin | Area 8 Co-Director, Madison Kim Walker | Area 8 Co-Director, Westbrook ASSOCIATES Jaime Barr Shelburn | Associate, East Lyme Ethel Grant | Associate, Naugatuck Becky Tyrrell | Associate, Plainville COMMITTEE CHAIRS Lee Goldstein | Chair, Federal Relations, Westport Laurel Steinhauser | Chair, Resolutions, Portland Lindsay Dahlheimer | Chair, State Relations, Region 13 CITY REPRESENTATIVES Jennifer Perez | City Representative, Bridgeport Francoise Deristel-Leger | City Representative, Hartford Yesenia Rivera | City Representative, New Haven Gabriella Koc | City Representative, Stamford LaToya Ireland | City Representative, Waterbury STAFF

Patrice McCarthy | Executive Director and General Counsel Lisa Steimer | Deputy Executive Director Nicholas Caruso | Associate Executive Director for Field Services and Technology Sheila McKay | Associate Executive Director for Government Relations Jody Goeler | Senior Staff Associate for Policy Service Conrad Vahlsing | Deputy General Counsel Wendy DeBarge | Coordinator of Finance and Administration Pamela Brooks | S enior Administrative Associate for Policy Service and Search Services Shannon Hamilton | Administrative Assistant for Policy Service Gail Heath | Administrative Associate for Government Relations/ Assistant to the Executive Director Wilmarie Newton | A dministrative Associate for Digital Communications Nancy Propfe | Administrative Assistant for Membership Services Annette Tamburrino | Association/Board Administrative Assistant

CABE Journal (ISSN 1092-1818) is published bi-monthly by Connecticut Association of Boards of Education, 81Wolcott Hill Road, Wethersfield, CT 06109. Periodicals postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association members dues include a subscription for each Board Member, Superintendent, Assistant Superintendent and Business Manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE.

The Journal – Connecticut Association of Boards of Education | April, 2025

CABE Affiliate Members

BUSINESS AFFILIATES VALEDICTORIAN Connecticut Business Systems – A Xerox Company Finalsite SALUTATORIAN

Berchem Moses PC Pullman & Comley Shipman & Goodwin HONOR ROLL JCJ Architecture Kainen, Escalera & McHale, P.C. Newman/DLR Group Solect Energy SCHOLAR Blue Line Solutions Brown & Brown Chinni & Associates, LLC Coordinated Transportation Solutions Dattco, Inc. ESS Franklin Covey GWWO Architects The Lexington Group Perkins Eastman The S/L/A/M Collaborative Zangari Cohn Cuthbertson Duhl & Grello, P.C.

EDUCATIONAL AFFILIATES

Above Line Solutions American School for the Deaf Area Cooperative Educational Services (ACES) Booker T. Washington Academy Cambridge International Capitol Region Education Council (CREC) Connecticut Alliance of YMCAs Connecticut Arts Administrators Association Connecticut Association for Adult and Continuing Education (CAACE) Connecticut Association of School Business Officials (CASBO) Connecticut School Buildings and Grounds Association (CSBGA) Connecticut Technical High Schools Cooperative Educational Services (C.E.S.) EASTCONN EdAdvance EDC Solutions Explorations Charter School Great Oaks Charter School Integrated Day Charter School ISAAC LEARN New England Science & Sailing Foundation Odyssey Community School, Inc. The Bridge Academy

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EXECUTIVE DIRECTOR COMMENTARY

Focus on Shared Objectives Patrice McCarthy

Executive Director & General Counsel, CABE

While April showers bring May flowers, it is also the season when budgets are negotiated at the local and state level. This is always a challenging time for boards of education, as the budget reflects the priorities of the board. Resources are often inadequate to support new initiatives endorsed by the board and superintendent. Most local budgets will be finalized before the 2025-27 state budget is adopted.

The stress is exacerbated this year by great uncertainty around federal support for public schools.

Now more than ever it is important to stay the course and reaffirm our shared commitment to strong, effective public schools

PRESIDENT

(continued from page 2)

but also strengthens the community by promoting social mobility and economic stability. By investing in programs that support disadvantaged students, the department helps build a more inclusive society that values the potential of every child.

Given its vital role in shaping the educational landscape, Connecticut has consistently objected to any proposals that would lead to the closure or reduction of the federal Department of Education. State leaders and local education advocates recognize that dismantling the Department would have profound negative consequences. Without the department’s funding, oversight, and research, the quality and equity of education in Connecticut would likely suffer. The state’s public schools, particularly those in under-resourced areas, would face significant challenges in meeting the rigorous standards currently in place. Connecticut’s educators and policymakers argue that a robust federal Department of Education is indispensable for maintaining the progress achieved over the years and for ensuring that future generations of students receive the support they need to thrive.

that meet the needs of all students.

Board of education members, superintendents, Legislators and State Board of Education members have a common bond – a concern for the welfare of every student – even when they have different perspectives on methods to reach that goal. Identifying revenue sources to support school funding, determining the funding allocation, and debating whether an issue is best dealt with through local policy or as a state mandate will generate multiple perspectives.

Actively listening to the visions of others and engaging in civil debate sets the stage for positive outcomes.

Just as we work to instill resilience and perseverance in our students, we need to utilize those same attributes as we work toward consensus on fiscal and policy issues. Let the shared CABE’s stance against the closure of the federal Department of Education is rooted in a deep understanding of the department’s contributions to the state’s success. By safeguarding the Department, Connecticut ensures that its students continue to benefit from targeted funding, accountability measures, and research-driven educational improvements. This defense is not merely about preserving a bureaucratic institution; it is about protecting the educational future of thousands of children who depend on the resources and opportunities the Department provides. In a time when educational equity is more crucial than ever, Connecticut’s commitment to a strong federal education presence reflects its broader dedication to fostering a society where every student has the opportunity to succeed. As CABE President, I boldly share this stance.

The federal Department of Education plays an indispensable role in ensuring that Connecticut public school students receive a high-quality education marked by equity and excellence.

Through its funding programs, accountability frameworks, and research initiatives, the Department provides the necessary support for schools to overcome socioeconomic disparities and achieve academic success. The Connecticut General Assembly and

commitment to meet the needs of all students guide our discussions and actions.

Despite the many uncertainties, the reasons you were inspired to serve on your local or regional board of education still exist. By focusing on the mission of your district you can find common ground with your colleagues.

The same is true at the General Assembly, State Board of Education and Congress. Collaboration rather than confrontation is possible when the focus remains on the shared objectives. local boards of education rely on the department’s guidance to implement programs that uphold the highest standards of education. By steadfastly supporting the federal Department of Education, CABE reaffirms its dedication to a future where every student has the tools to succeed, regardless of their background or circumstances.

As CABE President, I loudly proclaim this from Connecticut’s highest point, Mount Frissel, for the state and nation to hear.

Meeting of Interest nC onnecticut State

Board of Education April 2, 2025 9:30 a.m.

450 Columbus Boulevard Plaza North Conference Room C and D

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The Journal – Connecticut Association of Boards of Education | April, 2025 See You in Court – The Nutmeg Board of Education

Nutmeg Needs a New Board Member 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.

Nellie Nervous had thought it would be great to serve her hometown of Nutmeg by getting elected to the Nutmeg Board of Education. The campaign was hard fought, but by knocking on doors and attending every event she could think of, she won the election last November. However, it did not take long for Nellie to realize that the pressure of Board service was taking a toll on her health. At the meeting last month, Nellie got up from the Board table, told the Board members that she quit, and she walked out of the meeting.

Veteran Board member Bob Bombast was the first to break the stunned silence, saying “I guess we’d better find ourselves a new Board member.

I move that we create a ‘personnel search committee’ and appoint us Board members to serve on the committee. That way, we can find the best candidate to fill the vacancy out of the public eye.”

Fellow Board member Mal Content is a bit of a know-it-all, and he quickly moved to shut Bob’s idea down. “Nice try, Bob. The personnel search committee gambit worked when we were looking for a new high school principal, but we can’t do that to fill a vacancy on the Board. We will have to find a new Board member in public.”

Bob persisted with his proposal, and he made a motion to appoint the members of the Board to a personnel search committee for the purpose of filling the vacancy. However, Mal’s objection carried the day, and Bob’s motion failed for want of a second.

The Board was then left with the need to deal with the vacancy.

“Let’s get some recommendations from RANT (Residents Against New Taxes),” Board member Red Cent urged. “We need a fiscal conservative to protect the taxpayers from unnecessary expense.”

“I agree!” responded Penny Pincher. “Taxes are already too high here in

Nutmeg.”

“Hold on!” Ms. Chairperson interjected. “We shouldn’t rely on RANT to pick the person. We need to set up interviews with people interested in serving on the Board with us.” With that, the Board moved on, and the next day Ms. Chairperson asked Mr. Superintendent to post a notice on the district’s website inviting people to apply for the vacancy.

The Superintendent posted the notice, and in the next few days five different residents expressed interest in serving on the Board. However, given other business Ms. Chairperson did not take any further action until Mayor Megillah prodded her. Specifically, he wrote to warn Ms. Chairperson and the other Board members that he was prepared to fill the vacancy if the Board would not.

Ms. Chairperson wrote back to the Mayor to say that she didn’t see how the vacancy on the Board of Education was any business of the Town, but she did go ahead and schedule a special meeting of the Board to conduct interviews with the five interested people. When the meeting started, Ms. Chairperson asked for a motion to convene in executive session for the purpose of interviewing candidates to fill the vacancy. However, local reporter Nancy Newshound spoke up to object. “The public has the right to know what promises these candidates may be making to the Board as they seek appointment. These interviews must be conducted in open session!”

“That’s fake news, Nancy,” responded Ms. Chairperson. “Out of respect for the interested candidates, we will conduct these interviews in executive session.” The Board agreed, and the members interviewed the candidates separately in executive session.

Was executive session proper for this purpose?

• • • • • • • • • • • • Yes. The Freedom of Information Act (FOIA) provides that executive session is proper for specified purposes, including “Discussion concerning the appointment, employment, performance, evaluation, health or dismissal of a public officer or employee, provided that such individual may require that discussion be held at an open meeting.” We thus note that boards of education are authorized to discuss in executive session the “appointment” of a “public officer” (e.g., board of educa-

tion member) to fill a vacancy. While that may seem obvious, this conclusion was the subject of a decision of the Connecticut Supreme Court in 1989. Board of Education of the City of Danbury v. Freedom of Information Commission, 213 Conn. 216 (1989).

As with the discussion of a public employee, however, a candidate may require that the discussion be held in open session, and candidates being interviewed or otherwise discussed in executive session must be notified in advance so that they may exercise this right. Any appointment, in any event, must be made in open session.

This situation raises other legal issues as well. The filling of vacancies on boards of education in Connecticut is governed by Conn. Gen. Stat. § 10219 as follows: If a vacancy occurs in the office of any member of the local board of education, unless otherwise provided by charter or special act, such vacancy shall be filled by the remaining members of said board until the next regular town election, at which election a successor shall be

elected for the unexpired portion of the term, the official ballot specifying the vacancy to be filled.

We see that the general rule is that the remaining members of the board may fill the vacancy at their discretion.

However, such action by the remaining members of the board is subject to any applicable charter provisions.

Such charter provisions may specify another process for filling vacancies, or they may simply require that the person filling the vacancy be of the same political party as the person leaving the board.

The Nutmeg Board was wise to act after being prompted by Mayor Megillah. Conn. Gen. Stat. § 7-107 provides that, where a town board or commission has the power by law to fill a vacancy but fails to do so within thirty days after it occurs, the board of selectmen or the chief executive officer of the town may appoint a qualified person to the vacancy until the next municipal election. As long as the See SEE YOU IN COURT page 6

The Journal – Connecticut Association of Boards of Education | April, 2025

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The Journal – Connecticut Association of Boards of Education | April, 2025

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:

y providing opportunities B for members to learn how to better govern their districts: z Facilitated monthly board chair check-in. z Provided training for newly appointed members of the Hartford and Bridgeport Boards of Education. z Responded to 17 requests for policy information from 15 districts, providing sample materials on policy topics. Further, districts continue to access CABE’s Online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest were those pertaining to Restorative Justice and Use of Cell Phones. z Provided support to board members and central office administrators regarding policy matters. z Provided CT Freedom of Information webinar.

B y helping school boards to increase student achievement: z Facilitated a board retreat for the Stamford Board of Education, discussing the board’s role in improving student achievement.

B y ensuring members receive the most up-to-date communications: z Provided a Policy Highlight, via e-mail, with information regarding Equity and Diversity.

B y promoting public education:

B y providing services to meet member needs: z Responded to a variety of legal inquiries from members. z Developed training program for the Bridgeport Board of Education. z Provided first of six mandated training sessions for the Bridgeport Board of Education. z Working with the CT State Board of Education and the Digital Learning Advisory Council on developing “AI Best Practices in Schools.” z Participated on a planning committee organized by the CT State Department of Education (SDE) Math and Computer Science Consultant in bringing a screening of the movie Counting Out to Connecticut. z Working with a district to develop a school decommissioning process. z Prepared materials, as part of the Custom Update Policy Service, for Marlborough, New Fairfield, and New Hartford. z Working with an urban board of education on revising its bylaws to establish greater collaboration and consensus-building. z Prepared materials, as part of the Custom Policy Service, for the Region 15, Seymour, and West Haven Public Schools. z Preparing a Policy Audit for the Andover, Scotland, and Wilton Public Schools. z Currently assisting the Farmington, Region 13, Region 20, Stratford, Voluntown, and Windham Boards of Education with their superintendent search.

B y helping districts operate efficiently and conserve resources: z Participated in CABE Area 3 board chair meeting.

z Provided How to Prepare for CABE’s

z Posted policies online, as part of the C.O.P.S. Program for Avon, Barkhamsted, Bethel, Branford, Derby, Griswold, New Fairfield, New Hartford, Preston, Region 4, Region 18, Ridgefield, Sherman,

Day on the Hill webinar.

Sterling and CABE CORE Manual.

z Presented CABE Communications Award to Glastonbury Board of Education.

B y attending Professional Development to strengthen staff knowledge and skills: z Participated in NSBA State Association Counsel call.

B y representing Connecticut school boards on the state or national level: z Participated in CT Educator Preparation and Certification Board meetings. z Attended CABE/CREC/HASA legislative breakfast. z Met with legislative leaders to discuss CABE priorities. z Provided legislative update to ACES and CREC governing boards. z Discussed appointment of US Education Secretary Linda McMahon with NBC-CT. z Spoke at press conference on federal education funding hosted by CEA. z Attended CCM meeting with municipal advocacy groups. z Participated in NSBA Audit Committee virtual meeting. z Attended reception hosted by former US Education Secretary Miguel Cardona. z Participated in the Commissioner’s meeting with education partners. z Discussed USDOE “Dear Colleague” letter on DEI with reporters from the CT Mirror and the New Haven Register. z Discussed special education excess cost funding with reporters from Channel 8, NBC-CT, the New London Day, CT Mirror, Hearst, the Hartford Courant, and WTIC-AM. z Facilitated a discussion on running for local office for “Representation Matters” virtual session. z Testified on special education issues before the Select Committee on Special Education. z Testified on certification and mandate bills before the Education Committee. z Attended State Board of Education meeting. z Co-presented a webinar on “Under-

standing the Board’s Role in Student Achievement” for the Vermont School Boards Association. z Presented a webinar on the Board Chair/Superintendent Relationship for the National Federation of School Board Association Trainers. z Provided training on boards of education for an 093 (superintendent) certification course for Sacred Heart University. z Attended a meeting of the Discovering Amistad Board of Directors. z Participated in CT Society of Association Executives (CSAE) annual meeting.

SEE YOU IN COURT

(continued from page 4)

Nutmeg Board of Education fills the vacancy within thirty days (or at least before the Town takes action), the provisions of Section 7-107 will be moot.

We also note that the Board properly rejected Bob’s proposal to create a personnel search committee for the purpose of filling the vacancy. The FOIA gives public agencies the opportunity to conduct a search process without posting their meetings by creating a “personnel search committee” for that purpose. However, that provision is limited to searches for “candidates for an executive-level employment position,” and board members are of course not employees.

Finally, we note that Nellie said that she “quit” the Board and walked out. More is required. Board members represent the town (or towns) that elect them, and for some purposes are therefore town officials. Board bylaws may govern the procedures for a board to accept the resignation of a board member, and any such procedures should be followed. However, in any event a member of a board of education who is resigning his or her position should submit a letter of resignation to the town or city clerk to make it official.

Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal. Shipman & Goodwin is a CABE Business Affiliate.

The Journal – Connecticut Association of Boards of Education | April, 2025

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Reviewing the Expanded Sick Leave Rules Conrad Vahlsing

Deputy General Counsel, CABE

Having begun this January, Connecticut school districts have had to align with new rules surrounding paid sick days for employees.

The relevant laws, beginning around Section 31-57r of the state’s general statutes, contain a tiered approach to compliance where employers with at least 25 employees must have done so by January 1, 2025 while those with fewer employees have to comply in subsequent years (details for the tiered compliance are in Section 31-57s).

This article hopes to give a general high-level summary of the new paid sick leave rules while also touching on some points regarding other relevant laws, so board of education members can gain a broader familiarity of what has been changed.

As summary points of the new sick leave rules, the leave does not apply to seasonal workers (those who work 120 days or less a year), it covers a wide-array of reasons for taking the leave, and employees can accrue up to 40 hours of the paid leave a year.

Further, the law allows employees to carry-over up to 40 unused hours to the next year and an employer may not ask for documentation if the leave is taken for a covered reason. The law also allows for the sick leave to be used for a mental health wellness day where an employee “attends to such employee’s emotional and psychological well-being in lieu of attending a regularly scheduled shift.”

As a bit of background, the current expansion of these laws was primarily imposed in 2024 under Public Act 248. There may be a bit of déjà vu there for education leaders, as in 2023 Public Act 23-101 had altered the same laws, although not as expansively and then only for service workers.

Overall, employee leave rules in Connecticut can be difficult to navigate as there are several sources of law at play, not to mention what may be in an employee unit’s collective bargaining agreement. Districts’ board attorneys are important partners for administrative staff and boards of education in understanding when time off is not only permissible in a given situation, but must also be paid.

Alongside the new sick leave rules,

there are several sources of similar, but different laws and programs, among them, Connecticut Paid Leave (CT Paid Leave Program), the federal Family and Medical Leave Act (FMLA), and the Connecticut Family and Medical Leave Act (CT FMLA). Knowing if and how each applies can be a tricky task for districts’ human resources and central office staff.

For instance, the FMLA (federal) applies to public school districts but the state one does not unless bargained into by a district. Similarly, the CT Paid Leave Program is not automatic for school districts and must be bargained into. Note that this latter program is separate from the aforementioned paid sick leave rules, and is administered by the Connecticut Paid Leave Authority (the program allows up to 12 weeks in a 12-month period and replaces a portion of the employee’s income).

And as another variable, different types of leave can be used concurrently.

Then there is the issue of “job-protection,” in other words, when an employee who has used a given type of leave is entitled to the same or similar

position upon return from the leave.

When leave is unpaid, as under the FMLA, one of the main attractions of the leave for employees is that it is job-protected leave.

As helpful resources, the relevant governmental agencies have guidance documents and FAQ-style worksheets to assist in understanding these myriad sources of law. Visiting the websites of the Connecticut Paid Leave Authority, the Connecticut Department of Labor, and the U.S. Department Labor can help education leaders gain a more thorough understanding of paid, or unpaid, leave.

SAVE THE DATES

n 15th Annual CABE Summer Leadership Conference Thursday, August 7 Water’s Edge, Westbrook

n CABE New Board Member Orientation & Leadership Conference Tuesday, December 9 Sheraton Hartford South, Rocky Hill

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The Journal – Connecticut Association of Boards of Education | April, 2025

We Versus Me: Advice for Board Chairs Nicholas D. Caruso, Jr.

Associate Executive Director for Field Service and technology, CABE

I spend a lot of time talking to board chairs who are looking for advice, guidance or sometimes just for a sympathetic ear. Often the conversation includes comments like: “I am having trouble with a board member”.

“I need to figure out how to control the meetings better”.

“I need to figure out how to get the board working better with the superintendent”.

“I need to fix the relationship between the board and the mayor”.

While it certainly is the chair’s responsibility to bring attention to issues like these, it is not always something that, as the chair, you should tackle on your own. Don’t take on all the challenges by yourself. As chair, your responsibility is to manage the board and help guide it through the paces, but problems in governance are really a problem for the whole board. Your role might be easier if you bring the board in to help troubleshoot the issue

you are facing together.

Recently, it seems like there is a lot more burnout amongst chairs. The work is harder – times are turbulent, and emotions run high. You need to see your fellow board members as collaborators and look for assistance from them wherever you can.

When it comes to making your board function at a higher level, whether it is “tightening up” your meeting protocols and procedures, focusing the work on student achievement or working on a shared vision for the district, the more you work on this as a team the better.

I have seen new chairs come in and decide to change the meeting agendas in significant ways. Often the chair knows the board is unsatisfied with the current processes but does not bring the board together to discuss the changes.

The perception of an “autocratic” chair builds resentment amongst the rest of the board when he or she is making all the decisions by themselves. More importantly, the chair can be worn out taking on tasks that would be better served if the whole board got

involved.

Trouble with a board member?

Sometimes a one-on-one conversation with that board member is enough to get things running smoothly. Other times dealing with that challenge is best served by involving the entire board. If the board is not functioning well, it becomes the responsibility of the chair to call attention to it, but the issue is best addressed if the whole board works together to solve their mutual problem.

Board retreats, or board self-evaluations are ways to address issues and build consensus on the solutions, rather than making the decision all by yourself. Feel free to reach out to CABE staff if you want to discuss this further.

Another resource available for board chairs is the CABE Board Chair

Mentorship Program. Recently, as part of a contract with the Connecticut State Department of Education, inspired by legislation requiring training for new board of education members, CABE initiated a mentorship program for board chairs. We have been so pleased with the results that we are extending the program through the end of this fiscal year (and our board will consider continuing it in next year’s budget).

Mentors have been reporting to us the variety of challenges you all have been facing, and we know they have been helping! We encourage you to reach out to be a part of the program.

Contact Nick Caruso, Associate Executive Director for Field Services and Technology at CABE: ncaruso@cabe. org.

} Great leaders don’t set out to be a leader.

They set out to make the difference. It is never about the role — always about the goal.Å

– Lisa Haisha

The Journal – Connecticut Association of Boards of Education | April, 2025

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POLICY IN PRACTICE DEI and the Pendulum Jody Goeler

Sr. Staff Associate for Policy Service, CABE

One of the hazards of writing in March for an April publication is trying to ensure that in a month’s time, the content remains relevant four weeks from now. That was especially true when, two years ago, I drafted an article on the coming AI revolution.

Each day after submitting the article, another news story appeared, spoiling the immediacy of the cutting-edge breakthroughs and their potential impact.

For now, we will leave it to the Policy Highlights, published twice monthly for subscribing districts, to provide information on the policy-related matters that require immediate attention. While Diversity, Equity and Inclusion (DEI) is one of those topics receiving much attention, this may be a good opportunity for boards of education to find comfort in their deliberative role and not be drawn into the pressure to react immediately without consulting with legal counsel, CABE and other trusted sources.

The best policies are drafted and adopted, removed from the tumultuous event or issue they may address.

Effective policies are designed to withstand the pendulum swings and fickle political landscape. Revising dress code policies each year to correspond with changing fashion trends would be both unsustainable and cause confusion and disruption. Changing a policy on weighting grades to accommodate a politically connected group of seniors (or parents of those seniors) would be unfair. Changing a library’s book review policy in the heat of demand by an individual or a group to remove a book from the shelves would create tremendous backlash by others

with contrasting positions.

Currently, headlines related to institutions removing DEI from their websites, canceling training, and removing policies litter various publications and news reports. Recently, Education Week reported on a teacher-prep conference where presenters were warned against mentioning DEI. Presenters pulled out of the conference when they were required to sign an agreement ensuring that the content of their presentation complied with current federal regulations and executive orders – and giving organizers permission to change their presentation if reviewers thought their work didn’t follow these rules. (Sarah Schwartz, A Teacher-Prep Conference Warned Against Mentioning DEI. Presenters Pulled Out, Education Week, March 4, 2025) According to the article, “This agreement, sent to all presenters from organizers of the National Center for Teacher Residencies’ annual symposium this April…came on February 19th, just days after the U.S. Department of Education circulated a Dear Colleague letter saying that many DEI initiatives violate anti-discrimination law.” (Sarah Schwartz, March, 2025) Teacher residency programs allow teacher candidates from underrepresented racial and ethnic backgrounds to receive hands-on experience while taking coursework toward a teaching certification.

Many Connecticut districts, with the encouragement of the State Department of Education, have embraced residency programs, such as The Aspiring Educators Diversity Scholarship, TEACH CT, and Educators Rising, and acknowledge their contributions towards increasing the diversity of our state’s teacher work-

force. CSDE reports the number of educators of color in Connecticut has now increased from 6,506 (12.1%), up from 4,372 (8.3%) in the current school year.

CABE’s Model Policy 4111.3 Increasing Educator Diversity Plan aligns with the Connecticut State Board of Education’s strategic goal to increase educator diversity and the State Department of Education’s continuing work to support district efforts in this area. To support this initiative, the General Assembly acted in two meaningful ways: Allocating financial resources to CSDE initiatives, such as Educators Rising mini-grants to help districts establish grow-your-own programs at the secondary level and the Aspiring Diverse Educators Scholarship for students of color majoring in education.

With many districts engaging in these successful residency programs and citing them as central to their Increasing Educator Diversity Plans, it was counterproductive for the U.S. Department of Education to cancel millions of dollars in federal grants that supported teacher residencies through the Teacher Quality Partnership program, claiming they furthered “divisive ideologies.” It’s important to note that these grant cancellations are being challenged in court, as are various aspects of the executive orders and Dear Colleague letters circulating to explain the Office on Civil Rights’ position and approach to enforcing those orders.

However, Sarah Schwartz reports in the same article, “The federal climate is having a ‘chilling effect’ on the priorities and values education organizations are willing to defend, said another presenter at the NCTR symposium, who asked that he not be

named. ‘We’re seeing it all around the country, what I call an overcorrection from these executive orders.’” (Education Week, March 2025).

This brings us back to DEI policy.

With George Floyd’s death in May 2020 and the demonstrations and riots that followed in response, boards of education and district leaders took the opportunity to reflect and determine ways of ensuring every student experiences a respectful learning environment in which their cultural, racial, and ethnic diversity is understood and respected. Boards of education and educators believe that such an enlightened and mutually respectful school climate contributes to successful academic outcomes and excellence by opening opportunities for all students.

Drafted in response to rather than amid the social and political upheaval of that year, CABE drafted a model policy, Equity and Diversity (0523), to assist boards as they deliberate on their own policies and/or other platforms for acknowledging and embracing the richness of human differences.

Threats by the federal government to withhold funds for violating executive orders certainly raise concerns for districts struggling to access the necessary financial resources to address immediate needs. Those making these threats know their visceral impact and hope for a quick reaction. Connecticut public schools currently enroll 508,402 students who are counting on all of us to practice an informed deliberative approach. For boards of education, careful deliberation and consistency are needed to build trust and maintain accountability. While we can’t stop the pendulum, good policy can perhaps protect us from its swing.

CABE President Leonard Lockhart (Windsor) and Past President Donald Harris (Bloomfield) participated in Clover Street’s Third Annual African American Read-In: Voices that Inspire.

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The Journal – Connecticut Association of Boards of Education | April, 2025

New Connecticut Law Requires Some Schools to Collect Food Scraps for Composting Sherill Baldwin

Environmental Analyst 3, CT DEEP

In the 2024 legislative session, Public Act 24-45, Sec. 6(a)(5) added K-12 schools to the Commercial Organics Recycling Law (CGS Section 22a-226e). This law requires each K-12 public or non-public school building or educational facility to collect Source Separated Organic Materials (SSOM), such as food scraps, for composting if the school building generates 26 tons or more per year and is within 20 miles of an authorized SSOM composting facility. This requirement goes into effect July 1, 2026.

CT Department of Energy and Environmental Protection (DEEP) is scheduling meetings, presentations and webinars to ensure school associations, principals, superintendents, food and nutrition directors and others are informed of this new law. An initial question all schools have is how to determine if they are triggered by the law. A second round of questions is how to set up programs if they are triggered by the law.

CT’s Commercial Organics Recycling Law was passed in 2011, requiring commercial businesses, such as food wholesalers, industrial food manufacturers, supermarkets and conference centers, to collect their food scraps to be processed at an authorized facility starting January 1, 2014. At that point, businesses triggered the law if they generated 104 tons or more. By January 1, 2020, that number reduced to 52 tons, and as of January 1, 2022, it was reduced again to 26 tons.

When the law first went into effect, businesses were not triggered unless they generated a certain tonnage and were within 20 miles of authorized facility. In 2023, the mileage requirement was removed; all commercial businesses listed in the law that generate 26 tons or more annually are now subject to the law.

In 2024, Public Act 24-45 (An

Act Concerning Education Mandate, Relief, School Discipline and Disconnected Youth) included a section calling out schools to be part of the CT Commercial Organics Recycling Law: Sec. 6(a)(5) On and after July 1, 2026, each public or nonpublic school building or educational facility in which students in grades kindergarten to twelve, inclusive, or any combination thereof, are enrolled, that is located not more than twenty miles from either an authorized source separated organic material composting facility and that generates an average projected volume of not less than twenty-six tons per year of source-separated organic materials shall: Separate such source separated organic materials from other solid waste; and ensure that such source-separated organic materials are recycled at any authorized source-separated organic material composting facility that has available capacity and that will accept such source-separated organic material.

How do schools determine if they are triggered by the law?

DEEP has a map of authorized facilities that process food scraps through aerobic composting or anaerobic digestion followed by aerobic composting. The Food Residual Recycling map provides a 20-mile radius around all the authorized facilities. A search tool, found in the upper lefthand corner of the screen, is where the school address can be entered. The school will appear as a yellow dot and if it is located within the radius of a facility (represented by yellow and blue circles), then your school is subject to this aspect of the law.

A second aspect of the law is the amount of food scraps the school generates. The best way to figure out if your school generates 26 tons or more of food scraps is to conduct a waste audit. Note, the law is about all food scraps the school generates, not just the cafeteria. An audit should

School Recycling: Sharing Tables, Donating Surplus and Collecting Food Scraps

include food scraps from the cafeteria, the kitchen, classrooms if breakfast or snacks are eaten there, teacher’s lounge, and culinary kitchens for example.

The Center for EcoTechnology (CET) has a Food Waste Estimation Guidance that helps schools estimate the amount of food waste generated

during lunch for elementary, middle and high schools. The World Wildlife Fund (WWF) Food Waste Warriors report provides an estimated average of breakfast waste generated per student, which is based on data collected from schools that conducted waste audits.

Note, these tools provide only rough estimates.

Leonard Lockhart, CABE President (Windsor) testified before the Appropriations Committee.

Meg Scata, CABE First Vice President (Portland) testified on school security.

Lon Seidman, CABE VP for Government Relations (Essex) testified on school construction.

Lon Seidman, CABE VP for Government Relations (Essex) testified before the Education Committee.

CABE Executive Director and General Counsel Patrice McCarthy was interviewed by Mike Cerulli, reporter and former CABE Student Leadership Awardee about special education funding.

Patrice McCarthy, CABE Executive Director and General Counsel spoke at the Champions for Public Education CEA press conference.

Patrice McCarthy, CABE Executive Director and General Counsel testified on mandates and educator preparation and certification.

Patrice McCarthy, CABE Executive Director and General Counsel testified before the Select Committee on Special Education.

CABE ADVOCATING FOR PUBLIC EDUCATION IN HARTFORD

April 14, 2025: 3:30 to 5 p.m.

DEEP’s second upcoming online seminar will share how different schools have implemented these types of programs.

DEEP will be recording these sessions, and links to recordings will be shared to all who register for the upcoming webinars. If more information is needed, please reach out to Sherill Baldwin at sherill.baldwin@ct.gov.

The Journal – Connecticut Association of Boards of Education | April, 2025

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State Board of Education Meeting March, 2025 Patrice McCarthy

Executive Director & General Counsel, CABE

The State Board of Education held their monthly meeting on March 5.

Their discussions included: • Update from the Commissioner on the Bridgeport Public Schools Action to Address District Needs, which includes the establishment of a technical assistance team, community engagement and board of education training provided by CABE. • Update on Educator Evaluation Plans, featuring the plans utilized

by Madison and Waterbury to take advantage of the state flexibility.

• A repot that no federal funding interruptions for Connecticut education funds have been experienced to date.

• Progress on the implementation on the State Board of Education Strategic Priority that “all learners are supported, including those with high needs, and have equitable excess to education regardless of background or

advantage, as well as excess to great teachers and leaders, and a diverse educational workforce”. The Commissioner reported that in 2015-16 there were 8.3% educators of color, and in the current school year there are 12.1% of educators of color. Efforts to increase educator diversity continue with expansion of programs such as RISE and the work of the Educator Preparation and Certification Board. The priority also addresses school climate and alternatives to inclusionary discipline, with guidance provide to districts as well as expanding professional learning.

• Approval by the State Board of Education of the Regional School District 13 Member Town Contribution Agreement.

• Approval by the State Board of Education for extension of the Commissioner’s Network for Hamden Middle School, McDonough Middle School (Hartford), Bennie Dover Jackson Middle School (New Britain), New London High

School and Wilby High School (Waterbury).

The State Board of Education honored Allan B. Taylor with a citation commemorating his 31 years of service on the State Board of Education. The citation noted Allan’s nomination to

the State Board of Education by every Governor, beginning with Lowell Weicker. He received the National Association of State Boards of Education 2014 Distinguished Service Award and the CABE Friend of Public Education Award in 2024.

CABE Area 3 held a Coffee and Conversations for Board Chairs event. L-R Sara Kelley, Stafford; Karen Colt, Vernon; Anne Kirkpatrick, Somers; Jen Beausoleil, Coventry; Kristiana Wintress, Vernon.

12 DR. CARDONA

(continued from page 1)

see themselves as major influencers of education in this country. There are some board members who are acutely aware of what role they have. I have come across board members in my role as a school principal, teacher, district leader, state leader and national leader who may humbly minimize what they think their role is and it gives me the opportunity to remind them that they have a very important role in student success, community building and creating a vision for the district that will influence those that are under their watch. I will drill down and tell you some of the things that I have seen in board members is similar to what I have seen in educators who may be doubtful in how important their role is but have an outsized influence in the success of children. For example, not only do they hire and fire superintendents and set the budget, but they create the climate under which leadership thrives or doesn’t. They create the conditions which educators feel valued and supported or not. They set the conditions under which students could see themselves reaching their potential or not. They also set the conditions under which families feel that they are part of the process or not. So, often times I see myself prodding board members to say “no, you really represent what is best about the United States and democracy because you represent the voice of the people”. Board members are elected and their job is to put into policy and practice the things that they ran on to improve outcomes for students and families. When I talk about protecting and defending public education, I think about board members. When I was Secretary of Education, I chose to remind folks every chance I got that decisions are made at the local level, and they should be made at the local level. It would be nice for me to say that I got this top job in my hand and I want to wave a wand and say this is what I think is right, I would be setting the department up for failure and the country up for failure, because I also know that the next person in this job could have a totally different view on what’s going on in the classroom. So even in the highest role, I knew how limited that role should be. Local boards are more important now than have been in the course of my 27 years as a public educator.

Patrice: Board members very much need to hear this and people considering running for boards of education need to hear this as well.

Dr. Cardona: I often talk about bilingual education. Being bilingual is

The Journal – Connecticut Association of Boards of Education | April, 2025 a super power. I was an English learner and growing up I was often one of the only Latinos in the classroom even at the university level. I became a school principal and I had kids at school in bilingual programs. There was an unspoken sense of a deficit that these kids carried with them. I felt like I was different and I had to work twice as hard to show that I can fit in. I felt that in many cases even through the No Child Left Behind (NCLB) era, many of the teachers in the bilingual program felt almost inferior or a deficit because of the way it was set up. No matter how much your kids have grown, if they didn’t hit mastery, then your school was a failing school. When I was principal I remember having a conversation with teachers who were feeding kids before that became the norm. They were

members come in with so much excitement and get intimidated. As a board member you have to pick up the pace quickly and learn all these things and then you look back and four years have gone by and you really didn’t get to the things that you were passionate about because you had to stay moving quickly on the highway because the cars were coming quickly around you. Whether it is looking at it from the perspective of having asset mentality vs. deficit mentality or not being intimidated by having a short on-ramp on a fast-paced highway, don’t forget what you bring to the table as a board member.

Patrice: I would like to ask you, based on what you have seen over the past four years and your experiences before that, about the role of civility in public discourse. For background - be-

“ Local boards are more important now than have been in the course of my 27 years as a public educator.” having family engagement and information assessments in two languages before school boards started mainstreaming those practices. They were doing double the work, so there was a deficit mentality that was internalized throughout my career. When I became the Secretary of Education I wanted to say “it is a super power” having two languages and cultures. If anything, for me it helped me later in life understand how to cope with two cultures.

I bring this up to make you aware of what I feel because it is the reality for a lot of board members. They think about what they don’t have. For example, “I don’t have the policy confidence that everybody else seems to have”, so basically they are stuck on what they don’t bring to the table. My message to board members is “you bring a lot to the table”. Focus on what you do bring and what you want to see. The work of CABE and districts is to remind board members of what they do bring individually and collectively to the district.

Democracy drives education, you are helping create a vision for districts. You are elected to serve for a limited period of time, and instead of worrying about being the expert on every single thing, you chose to run for that position because you wanted to make a difference.

Parents can connect with you in many ways because you represent that community, so use this as your super power and look at what you bring to the table as an asset, whether it is why you ran or the passion that you have. I been in education long enough to see board

fore things were so controversial in our country, CABE adopted a resolution calling on officials at all levels of government - local state and federal - to model civility in order to get their work done but also because our students are watching. Our national association (NSBA) subsequently adopted that same resolution and that was at least eight years ago when we first put that in place. What is your perspective on the importance of civility?

Dr. Cardona: It is extremely important and I think you hit the nail on the head when you said “our students are watching”. It is more important what you do than what you say. How you handle your differences is more important than finding your similarities.

We have to make things intentional and be willing to listen to different perspectives. If we go into a board meeting with our ideas set in stone, you are not contributing to the role of the board.

I would argue civility is really about ensuring that your behaviors model what you expect, but also that you are working for a goal that is greater than yourself. You are not there only to push the things that you think are important to you. I think the way things have been changing nationally, people are expecting you not to be civil. Some people think that if you are not going in there with a hammer, you are not doing your job. I would argue, based on my experience, that it is the tone of civility and the ability to communicate with people who don’t have the same ideas or beliefs as you, that is where growth

happens.

The further we go into our stance, the more we develop group polarization. Group polarization is when the left is only talking to the left and the right is only talking to the right - and you are reinforcing those beliefs, giving the notion that you don’t have to be civil. Like FOX News and MSNBC, you do not go there to get a balanced perspective and what ends up happening is, you walk out deeper in your convictions around the things you believe and that is counter to how democracy works. It is incumbent upon boards to engage in that self-discipline to welcome different perspectives. If we don’t have that as a board then you are limiting your ability to serve your students.

Patrice: What message do you want to give to Boards?

Dr. Cardona: My message would be to come in with a shared vision because there is a lot of work that has to be done. Develop a shared vision of what you want to see and let that be your North Star, because there are distractions from the left and right, there are distractions that are situationally made. For example, something that happened to a person who works in the district that was leaked to the news, can take you off your mission.

So be on offense with a clear vision to where you want to go collectively and individually. Some of the things that come up are serious and need attention, but are you becoming a manager of situations or are you a leader? You, as a board member, recognizing that together you can do more than 9 or 12 members that are independent contractors that come together to meet for 4 or 5 hours. The work of establishing a strong board should be a priority for the board. If I was to go to a board meeting and listen, do I know what you value as a board when I walk out of that meeting or is it just random decisions that are disjointed? We all have biases’ and it is human nature to be drawn to the things that you are more familiar with. Can I be open to the perspectives and values of others? If I am not able to do that, am I serving my constituents to the best of my abilities? Am I finding fulfillment or am I stuck and not going to grow? I think individually but, also collectively as a board, it is an investment in growth for yourself and for the greater board. That is why CABE is so important. CABE’s job is to help boards develop that skillset to be introspective, to be visionary and not just defending things or being responsive to other people’s things. You are in the driver’s seat, where do you want to go? As an elected board member, are you helping See DR. CARDONA page 15

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The Journal – Connecticut Association of Boards of Education | April, 2025 DR. CARDONA

(continued from page 12)

navigate where the district goes? As I said before, don’t look at your deficits, but recognize where the opportunity to grow as a board member is. The board members that I know are more content in wanting to stay on and fulfilling their commitment to the values of the board members are contributing to something and able to learn as they go along.

Serving on a local board is the highest form of democracy and is what is going to protect public education as being the great equalizer that it is in this country. It is in its purist form the voice of the people deciding how the next generation gets prepared to be successful. The goal of the board members is to examine where we are as a commu-

MODEL MINORITY

(continued from page 1)

one group of people met all the model achievements that we should strive to duplicate. Of course, my focus was on me and how I was feeling, but I quickly realized that the time I spent massaging my wounds was not going to be beneficial to anyone. I decided to delve deeper into the research to find out how AAPI students could achieve such a high status. However, when I returned from the conference, I didn’t take the time to follow through on my promise and, after finding a few articles on the topic that weren’t very helpful, I gave up and resumed my pre-conference life but carried that bias with me.

The term, “The Model Minority” was used by the media during the 60s to identify newly arrived AAPI people who were upheld as model citizens who were academically, economically, and culturally successful. The term also was used to compare the AAPI students to other minority groups.

I feel that this had the potential to pull the minority groups apart. Many educational leaders view this term as problematic for some students who don’t fit the stereotype. They feel the need to try to live up to expectations which may be difficult to achieve and negatively limit the ways that they may see themselves. The term may skew the perceptions about what programs and needs our school board members and educational leaders should provide and to whom.

Many researchers view “The Model Minority” as a myth because research methodologies produced results that didn’t consider the huge diversity in terms of origin, cultural beliefs, practices and experiences among the entire AANHPI population. Too much

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nity but also say “where do we want to go”? When we talk about ensuring that all students have access to higher education or to a trade or to credentials, ensuring that these students can come back into the community to buy a home and contribute to that community and don’t have to leave to make it. These are important things that board members should be addressing.

How do we engage our local institutions, whether that is higher education, health care institutions or community based organizations to help contribute to make the school system the hub of a web in the entire community? This is what I mean when I say “offense”.

“What are your plans for them, how do you contribute to that? Yes, it is important talk about teacher pay or contracts, but it is also important to say where do

we want our kids to be in ten years and how are we contributing to that now? I can’t think of anything more important than being trusted to set the foundation for the next generation. It is easy to be distracted and it is getting easier to be distracted when we don’t see civility at the highest levels. All the more reason, it is important for board members to show and model what we expect not only from our students, but also from leaders at the municipal, state and federal levels.

Patrice: All boards should remember your observation that “you should be able to walk into a board meeting and understand what their priorities are”.

Dr. Cardona: That is why I say, “CABE’s work is so important”.

Patrice: I appreciate that part too!

Dr. Cardona: That is why I say

boards should ask themselves, “what are we doing to make ourselves a tighter board and a more focused board, focusing on the things that we value.

That does require support from all levels. The notion of civility and shared goals are things that require support and sometimes, because it is so political, it requires an outside entity to come in and help us think about that, because there might be a culture or political division that must be acknowledged and addressed. When you are on a board, you are not serving Republicans or Democrats, you are serving students and you have to be very intentional about making that clear.

Patrice: Thank you very much Dr. Cardona for this opportunity and for everything you have done for public education and will continue to do.

of the research is based on generalizations and to help each child be successful, we need to rely on information that is thorough and accurate.

Soon after that conference, I was assigned two new AANHPI students.

In the 1980s the student population at my school was slowly changing to include more students from different races and cultures. I was fortunate that I had important information about how the label might impact my new students’ lives and I had done due diligence to increase my knowledge of the Asian American experience.

•L eaders should be aware of AANHPI’s history of oppression as well as the recent resurgence of bullying, microaggressions and hate crimes directed to the AANHPI population.

•M ental health issues, often caused by the anxiety produced by trying to live up to a label with such high expectations, might be missed or ignored by school leaders. As a result, leaders may not invest in

programs that students need.

• According to Lily Zheng, an author, DEI speaker and organizational consultant, “In the US, Asians, Asian Americans, and Pacific Islanders often experience the ‘bamboo ceiling:’ we are the least likely of all racial groups to be promoted into management, directly as a result of racial stereotypes.”

Points to Ponder:

• The AANHPI community is not monolithic. They are from a vast geographic range with over 100 languages and dialects represented.

According to the Pew Research Center, The U.S. Asian population is a diverse one. A record 22 million Asian Americans trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent, each with unique histories, cultures, languages and other characteristics. The 19 largest origin groups together account for 97 percent of the total Asian population in the U.S. • Some AANHPI students are among our best achievers, and some are among the most in need. Be aware of students who may be ignored because they present as quiet and capable. Culturally, some families have difficulty asking for help and this results in too many children not getting services that they need.

• Many do not come from affluent families. There is a wide economic gap among Asian populations.

Many researchers believe that the income gap is higher than any other group.

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The Journal – Connecticut Association of Boards of Education | April, 2025