Help us share all the good that is happening in your district!
Throughout the month of February CABE will be sharing videos of great things going on in Connecticut’s school districts. We need YOU to submit videos of these great things!
View from the Capitol
Sheila McKay Associate Executive Director for Government Relations, CABE
Details:
• Submit videos between now and February 21, 2025.
• Videos should be no more than one minute.
• Videos should be shot landscape.
• Appropriate consent per district policy should be in place for all videos shared with CABE.
If you have technical questions regarding submitting a video, please contact Wilmarie Newton at wnewton@ cabe.org
Help us flood social media with your great videos!
For more ways to spread the great things going on in your district, go to the #ISUPPORTMYCTPUBLICSCHOOLS section of the CABE website.
Special education is going to be a priority for the legislature this session. Costs have risen and the Excess Cost Reimbursement Grant in its tiered percentages disbursement has not brought the expected relief to districts for the higher expensed students. Please invite your legislators to a board meeting to discuss your implementa-
tion at the local level. Legislators can best advocate for your needs if they are informed about the problems your district is having to implement. As you are setting next year’s local education budget, what are you having to cut to make up the lesser percentage of reimbursement?
Are your schools having trouble hiring and retaining special education teachers? How have student needs grown? Is your district outplacing more students? Has your district staff contemplated working on programs with other districts to share services? Finally, in the realm of advocating, if you have a program that is successful, please share that also.
The legislation, which has not been drafted in bill form yet, will potentially deal with adding a special education weight to the ECS formula grant, attracting more to the special education teaching field, more broadly looking at certification, incentives for districts to create better in district programs so as not to have to outplace, case load caps, and more training on intervention programs.
Growing Through Change
Every January, my biggest challenge is remembering to change the year when filling out forms or writing checks. After writing 2024 for 366 days, it’s not easy to change that habit. Hopefully, by the time this article is published, I will have conquered this challenge. Change, whether small or big, is inevitable. Sometimes it’s easy and we welcome it, sometimes it’s difficult, and we fear it. However, we must recognize it, acknowledge it, and figure out how to deal with it.
As educational leaders, we hold the role of change agents and should have a clear vision of what needs to happen in our school districts when there is a new legal mandate for educational change or a societal event that will affect the lives of those in our school community. I still think about that tragic day in December 2012 when the Sandy Hook Elementary School shooting took place and remember the urgency we felt to review our safety procedures and make changes to ensure our schools were safe. We developed protocols to prepare our community to expect, understand, and accept the inevitable changes that would happen in the future.
Today, we find ourselves in a place where our society is dynamic, complex and uncertain. Educators must respond to societal changes in a timely manner that often leaves us breathless.
Martha Brackeen-Harris DEI Consultant, CABE
Lisa Steimer Deputy Executive Director, CABE
PRESIDENT COMMENTARY
Why Board of Education Members Matter
In 2025, the importance of Board of Education members in Connecticut cannot be overstated. These individuals shape policies, allocate resources, and ensure every child receives a quality education. Their decisions directly affect students, educators, and the state’s economic and social future. As Connecticut faces evolving challenges such as equity gaps, technological advancements, and post-pandemic recovery, Board of Education members play a vital role in crafting sustainable, inclusive solutions.
Addressing Equity and Access
One of the most pressing challenges in Connecticut’s education system is ensuring equity for all students. With diverse populations in urban, suburban, and rural communities, disparities in funding, resources, and opportunities persist. Board members oversee budgets, approve policies, and advocate for equitable resource distribution.
Urban districts may struggle with underfunded schools, outdated facilities, and limited advanced coursework, while rural areas face transportation issues and fewer extracurricular opportunities. Even suburban districts encounter challenges like mental health crises and the need for more inclusive curricula. By addressing these unique needs, Board members help ensure that every child, regardless of ZIP code, has access to a high-quality education.
Heightened awareness of systemic inequities in 2025 has led to policies promoting inclusion and cultural competence. Board members implement programs to close achievement gaps, recruit diverse educators, and expand services for English language learners. These efforts contribute to a statewide culture of fairness and opportunity.
Advancing Technology
As schools embrace an increasingly digital world, Board of Education members champion innovation while addressing disparities in access to devices, internet connectivity, and digital learning tools. The COVID-19 pandemic accelerated technological adoption but exposed gaps in digital literacy and access.
Board members collaborate with educators to integrate technology into curricula and allocate funds for professional development. They also foster partnerships with tech companies and higher education institutions to provide cutting-edge resources. Importantly, they balance technological advancements with a focus on critical thinking, creativity, and social-emotional learning, ensuring technology enhances traditional education.
Supporting Mental Health
The well-being of students and educators has become a central concern. Rising anxiety, depression, and stress among students underscore the need for comprehensive mental health programs. Board members allocate funds for counselors, psychologists, and social workers while supporting initiatives like mindfulness training, anti-bullying campaigns, and trauma-informed teaching practices.
Recognizing the link between mental health and academic success, Board members ensure schools provide safe, nurturing environments. They also support educators by addressing their well-being and equipping them to manage student concerns effectively. For instance, professional development workshops focusing on mental health awareness and resilience can empower teachers to support their students better.
Fostering Community Engagement
Education is a community effort, and Board members serve as bridges between schools, families, and local governments. They foster collaboration among stakeholders—parents, students, teachers, and community leaders—to tackle issues like curriculum reform, climate change education, and workforce readiness.
Board members organize public forums, attend community events, and engage in transparent decision-making processes. Their ability to build trust and consensus is essential for implementing policies that reflect community values and needs. They also work with state legislators to advocate for policies and funding that benefit their districts.
Additionally, they encourage partnerships with local businesses and nonprofits to enrich educational
programs. For example, collaborations with environmental organizations can provide students with hands-on learning opportunities in sustainability, while partnerships with businesses can expand access to internships and career training programs.
Shaping Connecticut’s Future
Board of Education members have a direct impact on workforce readiness by prioritizing career and technical education (CTE) programs, internships, and STEM initiatives aligned with Connecticut’s economic needs. They also promote civic education, ensuring students graduate as informed and engaged citizens.
In 2025, the interconnected nature of Connecticut’s education system underscores the importance of each Board member. By collaborating, adapting, and prioritizing equity, innovation, and well-being, they shape an education system that prepares students for success in a dynamic world.
To further Connecticut’s progress, Board members must also embrace lifelong learning themselves. By staying informed about educational trends, societal shifts, and emerging technologies, they can make well-informed decisions that benefit their districts. This commitment to growth ensures that the state’s education system remains responsive to the needs of its communities.
Board members hold the power to transform challenges into opportunities. Their vision, dedication, and ability to foster partnerships will determine Connecticut’s educational and economic future. As stewards of this essential work, they must continue to prioritize inclusivity, innovation, and collaboration. The success of Connecticut’s students, educators, and communities depends on their leadership. Now more than ever, it is crucial to support and engage with these leaders to ensure a thriving, equitable future for all.
Mission:
Vision: CABE
Board of Directors
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 | Area 4 Co-Director, Brooklyn
Chris Gilson | Area 5 Co-Director, Newtown
|
|
5 Co-Director, Ridgefield
6 Co-Director, Westport
6 Co-Director, Darien
Seymour
Mongillo | Area 7 Co-Director, Derby
Dahlheimer |
Klaskin |
7 Co-Director, Seymour
8 Co-Director, Region 13
8 Co-Director, Madison
| Area 8 Co-Director, Westbrook
ASSOCIATES Jaime Barr Shelburn | Associate, East Lyme Ethel
Naugatuck
Plainville
COMMITTEE CHAIRS
|
Federal Relations, Westport
| Chair, Resolutions, Portland
Dahlheimer | Chair, State Relations, Region 13
CITY REPRESENTATIVES
| City Representative, Bridgeport Francoise Deristel-Leger | City Representative, Hartford
Rivera | City Representative, New Haven
Koc | City Representative, Stamford
Ireland | City Representative, Waterbury
Leonard Lockhart President, CABE
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
EXECUTIVE DIRECTOR COMMENTARY
Support Our Public Schools
Patrice McCarthy Executive Director & General Counsel, CABE
As we celebrate “I Support My Connecticut Public Schools Month” in February, I reflect on both the achievements of our schools and challenges we need to address. 512,652 students attend Connecticut public schools. Our students represent a variety of racial and ethnic backgrounds. In 202324, 54% of Connecticut’s students were students of color, with 11.7% educators of color. 54.8% of students are considered “high needs”, including students with disabilities, English learners, and students eligible for free or reduced priced meals.
“Support” must consist of both fiscal support as well as policies that focus on student success. Leadership teams - boards of education and superintendents - work tirelessly to meet the goal of the State Board of Education Comprehensive Plan – that every student is prepared for learning, life and work beyond school. The strategic plan of every board of education as well as the annual budget are the tools to meet
this goal. There are many examples of creative, innovative programs that are locally developed.
There are also numerous state level initiatives under way that will support our public schools. The Connecticut Educator Preparation and Certification Board is working to modernize Connecticut state certification regulations so they reflect the current needs of our students. Teacher residency and apprenticeship programs are expanding to address educator shortages and bring more diversity to the educator workforce. There are opportunities for students to explore multiple career pathways, student engagement. Supporting the development of adaptability skills, including collaboration, critical thinking, creativity and communication will prepare all students for success. The Special Education Task Force is recommending changes to address the fiscal and programmatic challenges of delivering services to students with special needs. There is increased attention to supporting the mental health of students and staff, a
key component of helping students be successful learners. Creating a school climate and culture that supports all students means that the learning environment is both safe and healthy. Programs to improve student engagement and decrease absenteeism have proven successful and can be expanded with additional support.
Education is a fundamental right under the Connecticut Constitution. It is important for board members and superintendents to remind leaders at the federal, state and local level that we must all work to support our public schools. Plan to bring a board colleague to CABE’s Day on the Hill on March 12 to advocate for the fiscal and public policy needs for our school districts.
Comparing Robert’s Rules with State Law
Conrad Vahlsing Deputy General Counsel, CABE
Many boards of education in Connecticut utilize Robert’s Rules as the method to conduct their meetings. Typically, a board will set out in its bylaws that this is the case.
But whether or not this may be true for a given board, state law is a higher power. And sometimes what is allowed under Robert’s Rules is not allowed under state law. This article hopes to highlight several examples of this conflict and show that while Robert’s Rules may allow some creative solutions in conducting meetings, there is a limit to how the creativity can be used.
So even if a board member is a master parliamentarian or has maybe gained experience while on another governing body (e.g., a homeowners’ association), understanding the limits of this expertise when applied to serving on a public school board in Connecticut is important. Knowing under
Robert’s Rules whether a motion needs a second, is amendable, is debatable, etc, is a valuable skill set, but should be understood alongside state law.
Most of the law mentioned in the article will be derived from the state Freedom of Information Act (the FOIA, Connecticut General Statutes Section 1-200 et seq.) but there are also relevant provisions in the state education statutes.
Here are several examples (not an exhaustive list) where Robert’s Rules will be superseded by state law:
Taking from the Table
In Robert’s Rules, motioning to take from the table is an efficient way to take up an item, either discussion or action, that had been “tabled” (set aside for later) at a prior meeting. But beware: if the tabled item about to be revisited is not on the current meeting’s agenda, such a procedure would violate state law.
So even if a topic had been perfectly tabled and then taken from the
table under Robert’s Rules, state law is clear that any discussion or action item addressed at a meeting must appear on the agenda.
There is one possible solution for bringing a pressing item that had been tabled at a prior meeting back before the board, but only during regular meetings. If such an item does not appear on the agenda of a regular meeting, under state law it can be added to the agenda during the meeting with a 2/3 vote of those present and voting (see Section 1-225).
Related warning: “old business” as a standing agenda item. If a board has a recurring section on its agenda called old business, it must take care to actually populate that agenda section with more detail as to the specific items to be discussed or acted upon. Because the agenda must contain all the discussion and action items for a meeting under state law, old business should not just be an open forum for
See You in Court – The Nutmeg Board of Education
Claims of Defamation in Nutmeg
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.
Social media has made it much easier to disseminate hurtful criticisms about teachers, principals, superintendents and even board of education members, and the good people of Nutmeg are no exception.
Local gadfly Ollie Obnoxious started the trouble during Public Comment at a meeting of the Nutmeg Board of Education last month. He spent his entire three minutes excoriating Tom Teacher and Mr. Principal.
“Tom Teacher is terrible,” he began. “His personality is abrasive, and the students I have talked to tell me that he is mean and lazy. I can attest to that from personal experience because my son was in his class, and Tom Teacher went the entire school year without returning a single piece of homework to his students.”
Mr. Chairperson cautioned Ollie not to be so negative, but Ollie simply went on.
“And don’t get me started about Mr. Principal. He is so stupid that it’s a wonder that he can find his way to school each day.”
Mr. Chairperson interrupted Ollie. “You are out of order! We do not allow personal attacks here. You are warned, Sir. Do not test me or you will never be permitted to speak during Public Comment again!”
“Never mind!” Ollie responded. “I am just about out of time, but don’t worry. I will be back next month to straighten you idiots out.”
“That’s it! No more Public Comment for you,” ruled Mr. Chairperson.
But that was not it. Ollie went on social media to attack Tom Teacher, Mr. Principal and, most of all, Mr. Chairperson. He repeated his claim that Tom Teacher had not returned homework all year. He didn’t spare Mr. Principal in his criticisms, but he saved his special ire for Mr. Chairperson.
“Mr. Chairperson is an embarrassment,” he started. “I don’t know how the Nutmeg Board of Education
ever voted to make him Chair. But he thinks he’s God, and he tells everyone what to do. But I won’t put up with it, and neither should you. Mr. Chairman is a drunk who can’t hold a job. Please sign my Change.org petition, and with enough votes, we will be able to recall that S.O.B.”
Needless to say, Mr. Chairperson was mightily offended by Ollie’s comments. A teetotaler, Mr. Chairperson hasn’t had a drink in decades, and he has worked at the same accounting firm since graduating from college.
At the next Board meeting, Mr. Chairperson took action. He presented to the Board a motion to authorize Ms. Board Attorney to bring suit against Ollie for the defamation of Tom Teacher, Mr. Principal and himself. There was an awkward silence until Board member Mal Content spoke up. “I will second the motion, but only so that we can talk this through.”
During the ensuing discussion, it was clear that the other members had no appetite for Mr. Chairperson’s motion. “With all due respect,” Board member Red Cent asked, “Isn’t this your problem? How can we spend public money on your personal grudge?”
Does the Board have the authority to bring a claim against Ollie for defamation?
Before answering that question, a brief review of the law of defamation is in order. There is a fundamental distinction between fact and opinion. A claim for defamation lies if the speaker (1) makes an assertion of fact, (2)that is untrue, and (3) that harms reputation. By contrast, expressions of opinion are fully protected. Therefore, whether at public comment or on social media, people are free to express their opinion, for example, that a teacher is abrasive or that a principal is disorganized or a poor communicator.
Factual assertions, however, are another matter. When a person makes false statements about a person that harm reputation, he or she may be subject to a claim for defamation. Here, Ollie expressed his opinion as to Tom Teacher’s teaching style, but his claim that Tom Teacher had not returned homework all year was a factual assertion that, if false, could be an element in a defamation claim.
That said, for a claim of defama-
tion by public officials to be successful, there is an additional hurdle that must be overcome. Out of concern for robust public debate, the United States Supreme Court ruled in the seminal case of New York Times v. Sullivan (U.S. 1964) that the First Amendment protects the right of the public to criticize public officials without exposure to liability for defamation unless a fourth prong is established -- (4) the statement must be made with malice or with reckless disregard for the truth. In short, a public official can succeed with a defamation claim only by establishing that an assertion of fact was false and harmful to reputation, and also that the statement was made with malice or recklessness.
Our Connecticut Supreme Court has also weighed in on the issue of defamation in the school setting, further protecting the right of the public to make critical but false statements.
In Kelly v. Bonney (Conn. 1992), the court ruled that even teachers are “public officials.” Accordingly, when a false statement is made about a teacher
(or principal or superintendent) whether at a board meeting during public comment or on social media, a claim for defamation will succeed only if the claimant can establish malice or reckless disregard for the truth.
As to the question posed in Nutmeg -- can a board of education expend public funds in pursuing a defamation claim on behalf of an employee or a board member -- there are no judicial decisions to guide us. As a general matter, defamation claims indeed relate to an individual’s personal interest in his or her reputation, and the reluctance of the members of Nutmeg Board of Education to expend public funds to pursue Mr. Chairperson’s claim is understandable. While it is appropriate to consider such claims to be personal, however, boards of education are free to consider the following question -- do persistent false statements impair the ability of a board employee (or board member) to be effective? In an extreme case,
See SEE YOU IN COURT page 9
CABE: Working for YOU
Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:
By providing opportunities for members to learn how to better govern their districts:
z Provided New Board Member Training for the Canton, Hampton, Putnam, and Winchester Boards of Education.
z Responded to 17 requests for policy information from 12 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 Title IX and Nondiscrimination.
z Provided support to board members and central office administrators
regarding policy matters.
By ensuring members receive the most up-to-date communications:
z Provided one issue of “Policy Highlights” via e-mail, with information regarding:
• Three Principles to Develop School Cellphone (Student Personal Electronic Device) Policies
By promoting public education:
z Convened press briefing on CABE legislative priorities.
z Taped a discussion on legislative priorities with Channel 19
z Discussed school holidays with CT Insider reporter.
By providing services to meet member needs:
z Provided new board member orien-
tation in Darien
z Attended legislative breakfast in CABE Area 3.
z Presented a Robert’s Rules workshop to the Berlin Board of Education.
z Responded to a variety of legal inquiries from members.
z Provided training for the Hartford Public Schools Student Senate
z Participated in Title IX Working Group which completed the Title IX Toolkit and prepared for dissemination.
z Working with the State Board of Education and the Digital Learning Advisory Council on developing “AI Best Practices in Schools.”
z Participating in a planning committee organized by the SDE’s Math and Computer Science Consultant in bringing a screening of the movie Counting Out to Connecticut.
z Attending monthly Title IX on the Nines Webinars presented by a Pullman and Comley attorney providing updates on Title IX implementation and legal actions.
z Prepared materials, as part of the Custom Update Policy Service, for Fairfield, Marlborough, New Fairfield, New Hartford, and Sterling
z Prepared materials, as part of the Custom Policy Service, for the Bridgeport, Shelton, Stratford, and Woodbridge Public Schools.
z Preparing a Policy Audit for the Bristol, Killingly, and Scotland
Public Schools.
z Currently assisting Region 13, Region 20, Stratford, Windham, and Voluntown Boards of Education with their superintendent searches.
By helping districts operate efficiently and conserve resources:
z Convened High School Graduation Requirements Working Group
z Posted policies online, as part of the C.O.P.S. Program for Avon, Bolton, Brooklyn, Danbury, Derby, Griswold, Monroe, New Fairfield, New Hartford, Region 4, Region 18, Somers, Voluntown, Westport, and Wolcott
By representing Connecticut school boards on the state or national level:
z Attended CT Educator Preparation and Certification Board
z Participated in REL-NEI Virtual Governing Board meeting.
z Participated in a virtual meeting with the Organization of State Association Executive Directors
z Met with various legislative leaders to discuss CABE priorities.
z Attended meeting of Discovering Amistad Board of Directors
z Participated in seminar on DEI for Discovering Amistad’s Board of Directors
Supporting Teachers and Administrators: An Important Responsibility of the Board and Superintendent
Nicholas D. Caruso, Jr. Associate Executive Director for Field Service and technology, CABE
At a recent board of education budget meeting I was observing, I was stunned to hear one board member state, “We’d have a lot more money to help kids learn if we didn’t have so many teachers on the payroll.”
Now I’ve heard uninformed community members make comments like that, but to hear a board member say it alarmed me greatly
In reality, the most important connection in a school district is the one between a teacher and student. If the teacher can’t motivate a child to learn, it isn’t going to happen. If a principal isn’t invested in his or her school, and leading to learning, it just isn’t going to happen.
Years ago, I managed a sales department in a large audio retail chain. Usually within a half-hour, on any given day, I could tell just what kind of day my sales team would have just by the way they came in to work that day. If they were “up”, excited about being
at work, they generally had a great day. If they came into work complaining about what a terrible day it was going to be, it usually ended up becoming a self-fulfilling prophecy. The same goes for your teaching staff – even more so!
The typical leadership pyramid shows the board at the top, with the Superintendent; the administration and, down at the base, the teachers. However, for successful learning –quality teachers and building administrators are really the key to success.
Too often, boards of education feel that they are put in an adversarial position with the teachers. Rare are the opportunities where board members, teachers and administrators can talk about education in a non-threatening environment.
I’m sure every one of you has had at least one board member who thinks they are a part of the Spanish Inquisition every time a staff member presents to the board. Even when the board members’ questions are legitimate, a demeaning, patronizing tone of voice can be highly negative and
insulting. Often they don’t even realize they are doing it.
At a recent board retreat I was facilitating, the superintendent brought up the fact that at a recent meeting one board member’s comments were perceived as a personal attack by two staff members who had been working very hard to implement a program that was having difficulty. This was because the board didn’t have the resources to fund it properly. While the board member was, in fact, bemoaning the board’s inability to get things moving, the staff members felt his comments were aimed at them. That was a real morale buster for the staff.
If we are ever to truly improve education, it is crucial that teachers and administrators be an important part of the team. Working with your superintendent, you need to work with your fellow board members to support the staff.
1. Talk about your staff successes in board meetings. Ask your superintendent to bring exemplary teachers to the board’s attention. Let them
know the quality work that is going on in your schools.
2. Don’t let board members treat staff poorly. The superintendent should let the board know up-front if they have an issue with something being discussed, they should bring it to his or her attention, rather than the staff. The board should agree on what constitutes proper behavior and hold themselves accountable.
3. Create a collegial environment. Involve staff members in helping the board understand the issues. Staff presentations at meetings are opportunities for the board to meet and see the staff as the professionals they truly are.
4. Involve staff in goal setting discussions. Often the best ideas seem to come from joint discussions with staff and board working together.
5. B oard members need to understand how valuable an asset their staff is with a need to create a good teaching environment. It isn’t enough to
See SUPPORTING page 11
(continued from page 1)
I’ve spoken to many educators who are in various stages of their careers, who are feeling burned out and are leaving the profession earlier than they planned. Some districts can’t fill necessary positions and teachers must add covering classes to their regular responsibilities. Increases in responsibilities and new mandates can be challenging for district administrators, school board members, and all personnel. However, if we are to fulfill our commitment to have all students thrive, we must embrace change.
Change always has been a crucial part of education since the 1850s when Horace Mann shared his notion of public education. As society recognized the need for our children to learn basic skills such as reading, writing and math, our nation gradually enacted laws that focused on providing schooling for all children. Knowing the history of major changes in public education in response to societal events, can help us, in ways that we couldn’t otherwise imagine, gain a prospective on how powerful positive change can be.
When I look back on my expe-
riences as a student, teacher, administrator and board member, I feel as though I was constantly amid change. I entered kindergarten the same year the Supreme Court case of Brown v. Board of Education of Topeka was passed, declaring that state-sanctioned segregation of public schools was unconstitutional. Little did I know that good and bad ramifications of that law would follow me throughout my lifetime.
During my elementary school years, the first artificial satellite, Sputnik was launched and a year later, in 1958, Congress passed the National Defense Education Act to focus on teaching science, mathematics and foreign languages. This act, that was in response to national security concerns, brought about a major change in our curriculum that served as a foundation for my love of science and my choice to become a science teacher.
During my high school years, the changes in education during the Civil Rights era were both exciting and fearful. Many teachers who taught in predominately white schools were unprepared to handle a diverse student population and many of my classmates, while grateful for the opportunity to go to a great school, also felt
ignored. My experiences of feeling as though I didn’t belong in my school has helped me dedicate my time to encourage schools to continue to make acceptance of “difference” a priority.
My teaching career began in the 1970s with a major change in how schools were structured. My first permanent teaching position was in a multi-graded open classroom of 54 6th, 7th, and 8th grade students. I didn’t have a complete set of books, nor did I have a classroom aide. The teacher preparation classes in colleges were still preparing most teachers for traditional classrooms. I quickly learned that my educational career was going to be unpredictable. It still is.
We have led our schools through major changes such as Title IX, new national standards for teachers and students, No Child Left Behind, Every Student Succeeds, technology, new health policies due to the COVID-19 Pandemic, and the recent era of Artificial Intelligence. We grow because of change and develop understanding about how change can help us clarify our purpose as we seek to prepare our students to handle the changes they will experience in their lives.
Tips on Handling Change
1. Educational leaders and board members should understand their district’s history of change. How many new initiatives have taken place and how often have policies changed during the last few years?
2. Make sure you have done “due diligence” when introducing change.
3. Challenge yourself to be in a constant learning mode and remain updated on potential challenges.
4. Make sure the proposed change is culturally relevant to your school population. Will it be detrimental to any part of your student population?
5. Make sure there are protocols in place to handle crises.
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.”
Margaret Mead
POLICY IN PRACTICE
Shifting Discipline Practices to Meet New Policy Mandate
Jody Goeler Sr. Staff Associate for Policy Service, CABE
Through my many years in public education serving as a teacher and assuming building and district leadership roles, fewer topics have been hotly debated or frequently discussed than those centered on student discipline.
Nationally and even across our own state of Connecticut, school districts have very different policies and procedures regarding student discipline. Some districts employ strict, punitive disciplinary procedures, maintaining a zero-tolerance policy for rule violations. Others apply a range of responses to disciplinary infractions, while others work on restorative practices.
Locally, discipline policies have also surfed the various trend waves, as when zero-tolerance policies were readily adopted in response to increased incidences of weapons in schools and a call for clear disciplinary guidelines and consequences. Contrast this impulse with the realization that the pandemic and its resulting isolation and feelings of anxiety among students continue to raise concerns about their mental health.
In addition, behavioral health concerns are causing districts to reconsider their responses to challenging behaviors presented by students clearly struggling with the pandemic’s lingering impact. Add to this; data continues to show that exclusionary disciplines, such as suspensions and expulsions, mainly disproportionately impact students of color and students with disabilities.
Public Act 23-167, Sections 4755, 70-71, and 86-87 require boards to adopt and implement the new School Climate Policy (CABE Policy #5131.911). In addition to this mandated policy, Section 74 of the same Act requires boards of education to adopt a “restorative practices response” policy. Unlike the Climate Policy, which requires boards to adopt the exact wording of the State policy, boards can adopt their own restorative practices policy, which must be implemented by school employees for incidents of “challenging behavior” or student conflict that is nonviolent and
does not constitute a crime. In addition, this policy cannot involve School Resource Officers (SROs) or other law enforcement officers unless the behavior or conflict becomes violent or criminal.
Originally drafted seven years ago, CABE developed a model policy for districts seeking guidance to support the implementation of this practice. As boards of education are required to adopt a restorative practices policy for school employees to implement for the school year beginning July 1, 2025, CABE’s Policy 5144.12 has received extensive updating to coordinate with the language and definitions in the CT School Climate Policy and fulfill the requirements of the Public Act. To ensure alignment between both model policies - the CT School Climate and CABE’s Restorative Practices policies - the definition is the same: Evidence and research-based system-level practices that focus on building high-quality, constructive relationships among the school community, holding each student accountable for any challenging behavior, and ensuring each such student has a role in repairing relationships and reintegrating into the school community.
With this focus on building relationships, schools are encouraged to involve a wide range of people in the restorative practices process, including the victims, who are often teachers, school staff, bystanders, other students and the school community. Notably, inclusion in the discipline process is a basic tenet of restorative practices. Students, teachers, and school staff should be included as members of the school community, as these disciplinary practices within the school are designed to be more supportive, inclusive and educational than other more reactive and punitive approaches.
In reaching the goals of the restorative disciplinary approach, experts recommend:
• Creating caring climates to support healthy communities.
• Understanding the harm and developing empathy for both harmed and the person being harmed.
• Encouraging accountability and responsibility through personal reflection within a collaborative
environment.
• Reintegrating the harmer into the community as a valuable, contributing member.
• Changing the system when it contributes to harm.
While adopting a board policy on restorative practices prior to July 1, 2025, brings a district in compliance with state statutes, professional development will be essential for any hope of sustained success and continuous improvement. Restorative practice programs typically operate under formal guidelines and incorporate trained individuals to deal with conflict and violations of school rules. Such programs allow for the reparation of harm and have the potential to influence school climate and strengthen positive social connections between students and staff.
Moving toward such an approach requires fundamental change – changes in beliefs and how we interact. Therefore, the move towards a restorative approach is a comprehensive systems approach, one requiring training, commitment, more training, and more commitments. Fortunately, there are many resources available to districts. Considerable implementation challenges exist as well, such as finding the time and financial resources needed to train teachers and staff and, over time, securing the support of the necessary staff to sustain effective implementation.
In a recent New Haven Register article, Cris Villalonga-Vivoni reports on why some Connecticut schools are turning away from discipline with behavioral issues. (December 26, 2024). The article references the work of the Child Health and Development Institute (CHDI), which has worked over the past 15 years with districts on implementing an intervention framework to reduce exclusionary discipline and arrests.
In her article, Villalonga-Vivoni notes that since launching the schoolbased diversion initiative, 73 schools across 26 districts have reduced court referrals by 29% and connected 55% more students to behavioral health services through 2-1-1 Mobile Crisis Intervention Services. As Senior Project Coordinator Yecenia Casia-
no articulates, “If you do restorative practices correctly, kids are getting consequences, but they’re getting their consequences tailored to what they did.”
Significantly, as costs related to training remain an obstacle for many districts, the article notes, “The schoolbased diversion initiative framework is offered and implemented at no cost to districts by the Child Health and Development Institute, a statewide nonprofit working to address a growing children’s behavioral health crisis.”
Boards of education would be well-advised to move on adopting a restorative practices policy and ensure there’s a plan in place for continuous training.
SEE YOU IN COURT
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a board of education may be able to bring a defamation claim in the public’s interest to ensure that board employees (or board members) can do their jobs without undue interference through maliciously false statements about them.
In addition to his misstatements of fact, Ollie used insulting terms, including “stupid,” “idiots” and “S.O.B.” During Public Comment, the First Amendment protects the right of people to speak their minds without discrimination on the basis of their viewpoint. But time, manner and place restrictions are permissible, and there is no free speech protection for personal attacks. However, such “manner” restrictions do not apply to social media, which remains for many purposes the wild west.
Finally, Mr. Chairperson overreacted in declaring that Ollie would never be able to speak at public comment again. Given that First Amendment rights are at issue, a more gradual approach would be appropriate. When members of the public abuse the privilege of speaking at public comment, it is advisable to deny the privilege for a specified period of time and then escalate with longer denials as necessary if the misconduct continues.
COMPARING
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board members to bring up any past item that may strike their fancy in the moment. So, old business should not be an item. It could be a standing agenda section for the sake of organization, but it must contain the actual topics to be addressed for each meeting.
Entering and Exiting Executive Session
Executive session is a means to conduct certain board business out of public view, but still during a noticed meeting. Many aspects of executive
session are closely regulated by the FOIA, so while Robert’s Rules does discuss executive session, much of that discussion is superseded by state law.
One example of this conflict is as it relates to voting. Under Robert’s Rules, a board can enter into executive session with a simple majority vote, but that is not okay under state law. For public boards of education, a 2/3 vote of those present and voting is necessary to enter into executive session (see Section 1-225 again).
Robert’s Rules is also generally fine with voting during executive session, but that is not okay under state law. For public boards of education, voting is not allowed in executive session. As
an example, last May, the Freedom of Information Commission decided that a board of education violated the FOIA when a committee voted to allow two individuals to attend executive session after it had voted to enter executive session, even though the public had not yet fully cleared the room from the vote to enter the executive session.
Some Robert’s Rules guides may even suggest voting to end executive session, but again, this would likely be a violation of the FOIA as it technically would be a vote in executive session.
Organizational Meetings
When boards of education elect officers among their members, it is
January State Board of Education Meeting
At the January meeting of the State Board of Education, board members heard a presentation on pursuing better predictability of special education expenses.
SDE is working with their research collaborative of public and private universities in Connecticut, the Center for Connecticut Education Research
Collaborative (CCERC), to consider an annual tuition rate for outplaced students. SDE established the CCERC with federal COVID relief funds to conduct research and evaluation studies to study the impact of COVID on education.
Members approved new world language K-12 standards which were developed to be inclusive and informative. The work is organized into three philosophical statements to provide structure - vision and purpose,
diversity and access, and content and knowledge. The standards are meant to be student-centered and to build upon students’ experiences, languages, cultures, and communities and to encourage interaction and risk-taking in the target language to cultivate global learners. The full document has much more to assist districts and can be found at https://shorturl.at/wBbyh.
And to make Miss Quentin proud, a tout a l’heure!
usually done at what is referred to as an organizational meeting. While Robert’s Rules discusses organizational meetings, state law has specific rules which much be followed.
Organizational meetings have some instructions under state law (see Section 10-218 for local boards of education and Section 10-46 for regional boards) including what officer positions must be elected and what type of vote should be utilized, among other details.
SUPPORTING
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find and hire good teachers, they have to provide the learning and growth opportunities for them to want to stay.
6. Encourage the board chair to talk to a board member about his/her behavior when they are acting hostile or treating staff in a demeaning manner.
In general, the issue is really whether or not the board understands the role of the teachers and administrators in the education process. They are not the enemy, but rather the part of the team that actually delivers the goods. Boards of education (and superintendents) need to enable teachers to teach effectively.
Sheila McKay
Associate Executive Director for Government Relations, CABE
