cabe journal - april 2012

Connecticut Associationof Boards of Education Inc.81 Wolcott Hill RoadWethersfield, CT 06109-1242

PeriodicalPostage

PAIDHartford, CT

Vol. 17, No.4 April 2012

w w w . c a b e . o r g

INSIDE THIS EDITION

Former Texas superintendent writesabout being a legislative staffer .......... 4The Nutmeg Board ............................. 5Policy direction needed to preventworkplace bullying ............................. 6CABE Day on the Hill photos ............ 8CABE: working for YOU ................. 10Teacher of the Year: Commitment tomission is critical for success ............ 11A look back in time ........................... 12Housing issues must be addressedto fix achievement gap ...................... 12FOIC rules on collectivebargaining/negotiations ..................... 14The Wizard’s wise words .................. 15

See CABE page 10

CABE raises questions about costs of Common CoreChris Seymour, Reporter, CABE

View from the CapitolPatrice A. McCarthyDeputy Director and General Counsel, CABE

CABE marches to the Capitolfocusing on education

Along with 44 other states (and Wash-ington, DC), Connecticut has adopted thenew Common Core State Standards(CCSS), which are national academicstandards in English Language Arts andmathematics.

The standards were adopted by theState Board of Education with a unani-mous vote on July 7, 2010. According tothe State Department of Education (SDE)website, the standards will establish whatConnecticut’s public school studentsshould know and be able to do as theyprogress through Grades K-12.

Education circles around the State and

nation are excited about the standards andtheir ability to prepare students for aglobal society. CABE also supports thestandards, but is expressing concern thatschool systems in Connecticut haven’tbeen made fully aware of just how de-manding and expensive the switch over,which is starting now and must be doneby 2014-15, could be.

“When the Common Core was adoptedin Connecticut, we believed, as probablythe State Board and SDE did, that imple-mentation would be a minor fix to whatour districts were already doing,” saidCABE Executive Director Robert Rader.“However, as districts started to imple-ment the core, they found they had to

make more extensive changes to curricu-lum and assessment. And, they had toprovide more professional developmentfor teachers so they would know how toteach students under the core.”

Effect on School DistrictsCABE Associate Director and Granby

school board Chair Cal Heminway said heis concerned about what the standardsmight do to his high-performing district’salready successful curriculum.

“Our kids do very well on standardizedtests, especially in math,” said Heminway.“Now, that doesn’t necessarily mean it’san easy job for us to adopt the standardsin math — we still have to review the newstate standards and compare it with whatwe are doing even though we are a highperforming district.” From there, Hemin-way noted professional developmentwould be needed to bring teachers up tospeed on any curricular changes.

Heminway feels implementing thestandards could be even more challengingin low-performing urban districts. “Theywould have to teach all their teachers howto deliver that new curriculum in a waythat’s consistent with what the state de-partment and the feds are after; in a lowperforming district, at least in my opinion,that’s a multiple year effort, once you getthe curriculum adopted, to show any tang-ible results,” he observed.

Rader pointed out that this would be anespecially difficult time for many school

systems in Connecticut to have to pay fora costly implementation of the newstandards.

“At a time when resources are increas-ingly hard to find at the local level, anddistricts are implementing high schoolreform and a new evaluation system, willthe State provide the assistance and re-sources they need to effectively imple-ment the Common Core?” he inquired.

Cost to Districts?So how much will the transition to the

Common Core Standards cost districts?“Well, that depends on what you’ve al-ready got in place,” says Barbara Beau-

(see more photos on pages 8 and 9)

The next month will bring closure at the State Capitol – inone way or another – on all of the pending legislation.Some bills will be vigorously debated, amended andadopted by the House and Senate, others will pass onechamber but never be taken up for debate in the other,and still others will “die” on the House and Senatecalendar. During this critical time, legislation canchange substantially from what was originally pre-sented during public hearings. CABE’s AdvocacyHighlights is your vehicle to stay informed on the statusof bills of concern to you, and to remain in contact withyour legislators as they grapple with the complex issuesraised during the “year of education”.

This is your opportunity to make a difference for our public school students!

EXECUTIVE COMMITTEELydia Tedone

President, SimsburyRichard Murray

First Vice President, KillinglyAnn Gruenberg

VP for Government Relations, HamptonStephen Wright

VP for Professional Development, TrumbullJames Marpe

Secretary/Treasurer, WestportDon Blevins

Immediate Past PresidentJohn Prins

Member at LargeMary Broderick

NSBA President, East Lyme

AREA DIRECTORSSusan Hoffnagle,

Area 1 Co-Director, WinchesterMari-Ellen (Mimi) Valyo,

Area 1 Co-Director, WinchesterDaniel Santorso,

Area 1 Co-Director, PlymouthBecky Tyrrell,

Area 2 Director, PlainvilleLaura Bush,

Area 3 Director, VernonGavin Forrester,

Area 6 Co-Director, StratfordElaine Whitney,

Area 6 Co-Director, WestportMichael D’Agostino,

Area 7 Co-Director, HamdenSheila McCreven,

Area 7 Co-Director, WoodbridgeJohn Prins,

Area 7 Co-Director, BranfordRobert Ruggiero,

Area 8 Co-Director, MadisonPamela Meier

Area 8 Co-Director, MadisonGail MacDonald,

Area 9 Director, Stonington

ASSOCIATESEileen Baker, Associate, Old Saybrook

Sharon Beloin-Saavedra,Associate, New Britain

Gary Brochu, Associate, BerlinRobert Guthrie, Associate, West Haven

Cal Heminway, Associate, Granby

Lydia Tedone

2 The Journal – Connecticut Association of Boards of Education/April 2012

PRESIDENT COMMENTARY

CABE Board of Directors

“Focus” on public education

COMMITTEE CHAIRSRobert Mitchell,

Chair, State Relations, MontvilleBeverly Washington,

Chair Federal Relations, Groton

CITY REPRESENTATIVESBob Trefry

City Representative, BridgeportMatthew Poland

City Representative, HartfordMichael R. Nast

City Representative, New HavenPolly Rauh

City Representative, StamfordCharles Stango

City Representative, Waterbury

STAFFRobert Rader, Executive Director

Patrice McCarthy, Deputy Director and General CounselBonnie Carney, Sr. Staff Associate for Publications

Nicholas Caruso, Sr. Staff Assoc. forField Service and Coord. of Technology

Sheila McKay, Sr. Staff Associate for Government RelationsKelly Moyher, Sr. Staff Attorney

Vincent Mustaro, Sr. Staff Associate for Policy ServiceLisa Steimer, Sr. Staff Assoc. for Professional Development

Teresa Costa, Coordinator of Finance and AdministrationPamela Brooks, Sr. Admin. Assoc. for Policy Ser. /Search Ser.

Terry DeMars, Admin. Assoc. for Policy ServiceGail Heath, Admin. Assoc. for Government RelationsWilmarie Newton, Admin. Assoc. for Labor Relations

Corliss Ucci, Receptionist/Asst. to the Executive Director

The CABE Journal (ISSN 1092-1818) is publishedmonthly except a combined issue for July/August asa member service of the Connecticut Association ofBoards of Education, 81 Wolcott Hill Road, Wethers-field, CT 06109, (860) 571-7446. CABE member-ship dues include $30 per person for each individualwho receives The CABE Journal. The subscriptionrate for nonmembers is $75. Association membershipdues include a subscription for each board member,superintendent, assistant superintendent and busi-ness manager. The companies and advertisementsfound in The CABE Journal are not necessarilyendorsed by CABE. “Periodicals Postage Paid atHartford, CT.” POSTMASTER: Send address changesto The CABE Journal, CABE, 81 Wolcott Hill Road,Wethersfield, CT 06109-1242. Email:[email protected] can find the CABE Journal online at:www.cabe.org/userlogin.cfm?pp=84&userrequest=true&keyrequest=false&userpage=84

I was a public school principal inWashington, D.C. – arguably one of themost challenging districts in the entirecountry – when the new educator evalua-tion system was put in place there. Everyday I saw that teachers had a tremendousimpact on their students’ learning. Andbased on much of the static that’s going onaround Connecticut, readers may besurprised to learn that in my experience,the best teachers were also the ones whorose to the occasion under the newevaluation system based on studentachievement.

These educators leapt at the opportunityto educate higher-needs students, and theywere excited to be part of a life alteringprofession whose impact can change livesand open doors to more opportunities. Great teachers saw the evaluation as aprofessional growth tool, a way to take

focused feedback and channel that intoprofessional growth in and out of theclassroom. They avoided attacking thesystem, or evaluator, and understood thattheir personal and professional learningdid not stop after achieving tenure. Thegreat teachers were, or became, lifelonglearners in constant pursuit of the perfectclassroom, so their kids had the ultimatechance at success.

The best teachers I spoke with under-stood that, “If I am teaching at the highestlevelit is inevitable that my students willlearn and grow socially, emotionally, andintelligently.” They embraced the chal-lenge because they wanted to be treatedlike professionals and evaluated likeprofessionals because they understoodtheir profession was the most vital in anysociety. For these teachers, the adultissues were always second to studentissues.

Connecticut should strive to have the

OP-ED |Teachers Rise to the Occasion – Let’s Let ThemScott SugarmanDirector of Education Initiatives,Our Piece of the Pie

The neon green stickers said it all.“FOCUS” on public education. We worethem proudly on our lapels as we partici-pated in CABE’s Day on the Hill. “We”were the one hundred fifty plus Board ofEducation Members, Superintendents,School Business Officials, PTAs andother Educational Leaders and the morethan one hundred students representingnumerous school districts in Connecticut.

We needed your help and you re-sponded. Your voices were heard as wegathered to support public education;especially this year, “The Year of Educa-tion.” Our engagement and participationwith our Legislators, is even more crucialas the Education Committee is consider-ing Governor Malloy’s education reformlegislation (SB 24).

As Governor Malloy addressed theDay on the Hill audience, I thought of hisrecent Education Reform tours, which Iattended in two towns, listening to thequestions asked of him. Hostile audiences

and the tenure topic aside, mutual agree-ment on many of these reform efforts arelong overdue and necessary, and pro-vide us the best opportunity to FOCUSon our public education system now.

During February and March, itseemed as if I boarded the non-stop,Education Reform Train – testifying atLegislative Hearings; meetings withSenator Stillman and RepresentativeFleischmann, the Education CommitteeCo-Chairs; Commissioner Pryor;participating in our “What Will OurChildren Lose” Coalition’s PressConference and attending LegislativeBreakfasts and Policy Forums, whilenever leaving the Capitol/LOB station.The train ride continues.

Whether the stops along the wayinvolve proposals to increase ECSfunding, making teacher evaluationsmore accountable or the impact ofpoverty and housing on education, theFOCUS must remain on an education

reform message that deals with thedifficult issues we are faced with whilestriving to improve the lives of all of ourstate’s school children.

Your focus, voice and assistance arecritical when it comes to how our Legisla-tors view the policy changes in SB24.Please help address these frameworks,guidelines and measures by contacting orvisiting with your Legislator. Contributean Op-Ed piece for the press, familiarizeyourself with CABE’s “Talking Points”which can be found at www.cabe.org/page.cfm?p=468 as well as the sharedpriorities of the recent collaboration of sixprominent education groups, of whichCABE is one; and if so inclined, read theactual bill, all 166 pages worth.

As our Day on the Hill continued, aboutthirty students from four high schoolsconducted their own “mock testimonyhearing,” in one of the hearing rooms.Last year’s bullying legislation was thetestimony of choice, with comments,questions and thoughts diverse in nature,representing the diverse student body thatnow occupied the chairs. Discussion soonbegan to emerge among this group ofstudents, soon turning into conversationfrom cyberbullying, to teaching to the test,to the need for creative arts, to mentorsupport systems for students. The netresult was an impromptu experiment witha group of students that resulted inthought-provoking, high level communica-tion on topics that pertained to them everyday regardless of the school in which theyattend.

To summarize, Jefferson Wilkes, aSimsbury High School Senior, e-mailedme his comments:

“This was a great opportunity to heardifferent perspectives on education, fromthe Governor to Legislators to BOEmembers and students from across thestate, to be heard and to express our

opinions to these groups, as the programsthey are discussing impact all of usdirectly. Education is not merely a list oftest scores; it’s been the framework of ourlives since pre-school, and the opportu-nity to participate in maintaining andaltering that framework is not somethingwe take for granted.

For students, Day on the Hill is thebest chance we have to ensure that in themidst of a recession and budget crisis,WE are not forgotten. It’s the best chancewe have, to meet with student reps fromacross the state and to discover what it isthat we students have in common, whatbeliefs we all hold that would make theeducational experience better for all inour state.

Connecticut’s education system has aresponsibility, not only to prepare usacademically for our futures but toprepare us as people to face the world; theopportunity to participate in events suchas these means we have a chance to helpConnecticut’s students become the type ofpeople they want to become.”

I encourage all board members,educators and students to keep up thepressure. If education reform doesn’t takeplace now, with the spotlight on it fromthe Governor on down, it might neverhappen. You can all make a difference.

Stay on the Education Reform Trainuntil it reaches the station!

(Please see TEACHERS page 13)

Robert Rader

BUSINESS AFFILIATESDIAMOND MEMBER

Finalsite

GOLD MEMBERSBerchem, Moses & Devlin

Connecticut Business SystemsShipman & Goodwin

Siegel, O'Connor,O’Donnell & Beck, P.C

Sullivan, Schoen,Campane & Connon

EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members

The Journal – Connecticut Association of Boards of Education/April 2012 3

If not now, when?

BRONZE PLUS MEMBERSThe S/L/A/M Collaborative

Suisman, Shapiro, Wool, Brennan,Gray & Greenberg

Whitsons School Nutrition

BRONZE MEMBERS

Nathaniel G. Brown, LLCChinni & Meuser LLC

Dattco Inc.Fuller & D’Angelo

Architects and PlannersJCJ Architecture

Kainen, Escalera & McHale, P.C.The Lexington GroupMuschell & Simoncelli

SILVER MEMBERSAnthem Blue Cross and Blue Shield

Corporate Cost ControlLindberg & Ripple Inc.

Ovations Benefits GroupQuisenberry Arcari Architects

The Segal CompanyTrane

BRONZE PLUS MEMBERSBL Companies

Brown and BrownFletcher Thompson Architects

Friar AssociatesGoldstein & Peck, P.C.

Kaestle Boos Associates, Inc.O & G Industries

EDUCATIONALAFFILIATES

American School for the DeafArea Cooperative Educational Services

Capitol Region Education CouncilThe College Board

Connecticut Association ofSchool Business Officials

Cooperative Educational ServicesConnecticut Center for School Change

Connecticut EducatorsComputer Association

Connecticut School Buildingsand Grounds Association

EASTCONNEDUCATION CONNECTION

LEARN

In this frenetic Legislative Session asthe Year of Education is compressed intothree months, Boards of Education andSuperintendents have the unique opportu-nity to make meaningful changes toeducation in ways that we have not seenin many years.

For example, I was hired in 1981 at theNew York State School Boards Associa-tion. The first question I got from aschool board member was “when are wegoing to reform the tenure system?”Actually, he said something even strongerabout his frustration with tenure.

This year’s discussion is not onlyabout tenure, though from some quarters,that seems to be the sole focus. There areother issues exceedingly important to ourmembers and we continue to push forneeded changes to SB 24, the Governor’somnibus reform bill.

Even before the Legislative Sessionstarted we began working with otherorganizations and found common ground.We have formed a powerful partnership,we call the “Big Six”, consisting ofCABE, CAPSS, CAS (ConnecticutAssociation of Schools), CBIA (Connecti-cut Business and Industry Association),ConnCAN and the Connecticut Councilfor Education Reform.

Let me make it clear that we don’tagree with the other groups on everyissue. We have differences based on theneeds of our constituents. In particular,Patrice McCarthy, Sheila McKay, mem-bers of our Board and I continue to lobbyhard on the issues of importance to you.We have separate meetings with thelegislators, including the leaders, onschool board concerns.

We also continue to work with CAPSSand CASBO on funding and other issuesof importance to the governance andmanagement of our schools.

These are the issues that the “Big Six”are working on:

• Educator Preparation and Certifica-tion

• Teacher Evaluation and Support

• Principal Evaluation and Support• Relationship Between Time and

Learning• School and District Accountability• Pre-Kindergarten• Education Contract NegotiationsAll of these areas, the details of which

can be found on our website,www.cabe.org, have a profound impacton how our education system works. The

Big Six strongly believe that taking thesteps outlined in our Statement would goa long way to fixing the system andstrengthening it for the future.

We see these as the issues that must beaddressed — and done so as soon aspossible.

Comments andOp Eds on Tenure

I have heard lots of comments ontelevision and read them on blogs, innewspapers, both online and on paper,about the Governor’s recommendations,particularly on his tenure position. Thereare lots of negative comments and I wantto address two issues that have gottenmuch notice, but little rebuttal.

First, none of us (including theGovernor) sees the tenure recommenda-tions as THE SOLUTION to the achieve-ment gap. It was never proposed as thesingle thing that would solve the issue.We see it as a part of a bigger picture thatwill require lots of reforms that will helpus better prepare our students in bothunderperforming schools and those thatare doing better.

Second, lost in much of the discussionis that the evaluation provisions which thePerformance Evaluation Advisory Com-mittee (PEAC) put together over nearlytwo years of slow, difficult discussions, isthat the new system will depend heavilyon our ability to ensure that teachers andprincipals receive sufficient professionaldevelopment. In our discussions, we allsupported helping to free principals from

some of their paperwork and bureaucraticresponsibility in order to spend more timeobserving and helping teachers becomethe best they can be. PEAC also expectsthat teachers would get other help throughhaving mentors, better professionaldevelopment (especially more one-on-onetraining) and opportunities to move oncareer ladders.

Only if a teacher, after getting thishelp, was still determined to be ineffectivewould the streamlined terminationproceedings take place.

CABE also has concerns about otherparts of the Governor’s bill, including the“coerced consolidation” of some of oursmaller districts, money from localdistricts going to charter schools andaspects of the section on underperformingschools and state takeovers. We willcontinue to raise these concerns at theLegislature.

We Need You, NOW!But, the work that the CABE Board of

Directors and staff are doing is notenough. We need you to talk or write to

your legislators as soon as possible to letthem know how you feel about the issuesthat the Governor has raised. The tenureissue is one that has been a bedrock con-cern of CABE for years. We need you toshow how you feel.

The unions are pushing very hard,organizing their members to raise con-cerns about the tenure issue in particular.I know — my wife is a union member andshe has gotten a very specific letter on theGovernor’s bill and a robo-call from aunion leader about this issue and the call-in town hall meeting they were holding.

The unions have every right to try tosafeguard the protections they feel are inthe best interests of their members. AsTom Mooney stated in his HartfordCourant op ed, that’s why unions exist.

On the other hand school boards existto ensure that the will of the community isconnected in the most effective waypossible to the education of its children.We have to stand up for students and whatwill make our school districts as effectiveas possible in increasing student growthand closing the achievement gap.

It is imperative that we stand up nowfor our children, in this, the best opportu-nity we have had in many years toeffectively reform our schools. If wedon’t, I predict it will be many yearsbefore we get this opportunity again.

So I ask you: If not now, when?

“We have to stand up for students andwhat will make our school districts as

effective as possible in increasing student growth and closing the achievement gap.”


Former Texas superintendent writes about being a legislative stafferRetired Superintendent Belinda W.

Pustka, from Texas, wrote in the MarchSchool Administrator about what it waslike to work for a state legislator in theTexas House of Representatives. As astaffer, she has a unique perspective onhow to be most effective when you advo-cate, whether with Congressmen or StateLegislators as we hope you’re doing now.

Below in italics or quotation marks isthe advice that the superintendent gave.While she wrote about working mostlywith legislative staffers, the advice alsomakes sense in regard to the legislators,state or federal, as well. We added incomments to help Connecticut boardmembers and superintendents:

• Get to know the key players. “Thismeans the chiefs of staff and theindividual staffers assigned topublic education matters.” As wefind when we lobby, particularly inWashington, these key players oftenhave more influence than anyoneelse on a congressman’s decision onhow to vote on important issues.

• Arrange for face time. It is alwayshelpful to set up meetings face-to-face with legislators to develop areal relationship, both in yourdistrict and in Hartford. Manylegislators are in their positions formany years, so, as the superinten-dent says, “the time you spendbuilding rapport… will pay divid-ends in future sessions.”

• Play a teaching role. Those as-signed to work on public educationin legislator’s offices, as well as therepresentatives themselves, “areseeking as much information aspossible to help them understandthe issues under debate”. As schoolboard members or superintendents,you are in a great position to “fill inthe void” and give them informationin a “forthright and honest manner”.And, don’t forget to give them con-tact information and offer to serveas a resource for them.

• Recognize the competing demands.Obviously, legislators get constitu-ent demands, just as school boardmembers hear from the public.Keep this in mind as you meet withthem. And, don’t be afraid to re-mind them, in an appropriate way,that you hear from the public aswell and that you are publicofficials, too.

• Make the personal connections.The personal touch is often criticalto building trust and understanding.Legislators are more likely to relyon information from those theyknow or that serve in their districts.

• Get to the point while testifying. “Iheard some excellent testimonyduring public education committeemeetings. Especially welcome were

those who kept their messagesshort.” Everyone is pressed fortime. Keep it brief — you canalways provide longer testimony inwriting.

• Keep your cool. “If a legislatorasks you a question following yourtestimony, don’t respond in anger orwith accusations.” While this mayappear to be obvious, if you don’tknow an answer, offer to get it.Getting angry, even if you havewaited many hours to testify, willnot help you get your point across.

• Make it simple. The more complexit is, the more difficult it is to

explain in brief testimony. We livein a sound-bite world and mustbehave accordingly. Don’t be afraidto offer to give a longer explanationin a separate meeting or to put theidea in printed testimony.

Good luck in your work with legisla-tors and their staff! Advocacy is a cri-tical role for board members and superin-tendents and if we can help, let us know!

The article, The View Inside theLegislator’s Office, can be found at http://www.aasa.org/content.aspx?id=22422.

Robert RaderExecutive Director, CABE and

Patrice A. McCarthyDeputy Director and General Counsel, CABE

Testifyingat theState

Capitol

Doreen Richardson, Windsor Board ofEducation.

CABE Deputy Director and General CounselPatrice A. McCarthy testifying before theEducation Committee.

CABE First Vice President Richard Murray,Killingly Board of Education, before theEducation Committee testifying on theEducation Reform proposals.

CABE State Relations Chair Robert Mitchell,Montville Board of Education, before theAppropriations Committee on the Governor’sbudget proposals.

See You in Court – The Nutmeg Board of Education

The Nutmeg Board deals with the issue of residency of studentsThomas B. Mooney, Esq.Shipman & Goodwin


A Practical Guideto Connecticut

School Lawby Thomas B. Mooney, Esq.

Shipman & Goodwin

The Guide comes with a CD which provideshyperlinks to many cases and statutes

and will permit word searchesas a supplement to the Index.

New to the Seventh Edition:Bullying, background checks, child abuse reporting,

discrimination issues, educational reform,FERPA, freedom of information,

state aid for education andmuch, much more

You can call CABE at 860-571-7446 or 800-317-0033and purchase your copy

NOW!

Seventh EditionNow shipping

The Nutmeg Board of Educationmakes many mistakes. The latest imbro-glio created by the board will be reportedhere each issue, followed by an explana-tion of what the board should have done.Though not intended as legal advice,these situations may help board membersavoid common problems.

The budget of the Nutmeg PublicSchools has been tight for the last fiveyears, and Mr. Superintendent has beenrunning out of ways to cut costs. He was,therefore, intrigued when a local busy-body sent him a list of three students whoallegedly did not live in Nutmeg. He gotright on it to see how many students hecould send packing.

The first case was straightforward.The student’s parents had moved back toVenezuela, and the student was livingwith his uncle in Nutmeg. Mr. Superin-tendent promptly sent the uncle a letterinforming him that the student wasexcluded and should not return upon painof arrest for trespassing.

The next case was harder – thestudent’s family owned a house in town,but they were living in a motel in aneighboring town while their house was

renovated. Mr. Superintendent saw anopportunity for a little revenue, and hecalled up the father and told him, “Weknow how your son is sneaking into ourschools, and we understand that you don’twant to withdraw him. So just for you,we will permit your child to continue toattend school in Nutmeg upon yourpayment of the tuition for the year.” Thefather was apoplectic, protesting that hewas a taxpayer and that he and his familywould soon be returning to their home.But Mr. Superintendent was unmoved,and he informed the father that heexpected to receive a tuition check by theend of the week.

In the last case, the address did notmatch up with any residential housing, butrather was in a commercial zone. Again,Mr. Superintendent simply sent a letterexcluding the student from school. Evenif the student lived “above the store,” hefigured, the family was in violation ofzoning regulations.

Mr. Superintendent thought that he hadexpediently cleared out some non-residents, and he was very surprised toreceive a nastygram from local legalscourge Bill Alot. In his letter, AttorneyAlot demanded that a hearing be heldbefore the Nutmeg Board of Education to

review Mr. Superintendent’s “illegal anddiscriminatory actions” in excluding theVenezuelan student. In addition, theparents of the student whose house wasbeing renovated filed their own appeal,and they even asked for a stay of execu-tion, to permit their child to continue inattendance while the appeal is heard.

Mr. Superintendent was now having

child actually resides. The student whoseparents returned to Venezuela, forexample, is entitled to attend school inNutmeg as long as he can show hisresidence in Nutmeg is permanent,provided without pay and not for the solepurpose of education. With the student’sparents gone, Mr. Superintendent washard-pressed to say where the student

“Before a student can be denied [the right to attend]school, officials must give the affected student andhis/her family notice that they are deemed not eli-gible for school privileges.”

second thoughts about his actions. Hefigured he needed guidance from theBoard, and during the executive session atthe end of the last meeting, he kept theBoard for another few minutes to tellthem about these cases. For once, veteranBoard member Bob Bombast was totallysupportive of Mr. Superintendent’s ac-tions. “You have my vote,” Bob pledged.“We have to draw the line somewhere.”

The other Board members murmuredtheir assent, and they and Mr. Superinten-dent agreed that they would hold anyhearings as necessary to make sure thatthese students either paid tuition or gotout of town.

Does the Board have anything to worryabout?

Yes. Mr. Superintendent and theBoard should be worried about at leastthree different things. First, the right toattend school is an important expectation,akin to a property right. Before a studentcan be denied that right, school officialsmust give the affected student and his/herfamily notice that they are deemed noteligible for school privileges. That noticemust also inform them that they mayappeal and that their child has the right toattend school pending the outcome of thatappeal. Simply sending letters excludingthese children from school was a dueprocess violation.

Due process also requires an impartialdecision-maker. Here, it was inappropri-ate for Mr. Superintendent to talk with theBoard members ex parte about thesecases, and Bob was way off base topledge his support to Mr. Superintendentbefore he even heard the parents’ side ofthe story. Board members hear thesecases as impartial judges, and they mustnot talk with administration about thefacts of the cases ahead of time. Alldiscussion of the facts should occur at thehearing.

On the merits, Mr. Superintendent’sdecision-making was also flawed. Westart with the basic premise that there is astrong public policy in favor of educatingchildren. If a child is physically presentin a school district, there is a presumptionin favor of his/her eligibility to attendschool. Issues such as where the parentslive, zoning and even immigration statusdo not affect a child’s right to attendschool. The critical question is where the

should otherwise be attending school.School boards have more discretion

when a student is moving into or out ofthe school district. Most school boardshave special rules for such situations,such as permitting the student to completethe school year after the move (providedthat the parents provide transportation).Some boards even permit students tocomplete their senior year if the moveoccurs anytime during the junior or senioryear. Those are policy judgments,however, and students are legally entitledto attend school in a school district onlywhen they reside there.

The converse situation can be prob-lematic. Parents may present theirchildren for enrollment based on the factthat they are building or renovating ahouse in the district. The legal duty toenroll the student does not arise until thefamily is actually in residence. However,many boards of education make accom-modations so that the student need nottransfer mid-year. Such accommodationsmay include an agreement for reimburse-ment of tuition if the family does not infact move in by the deadline set. Bycontrast, the student in the family that wastemporarily displaced during renovationretained the right to attend school,because the family’s residence neverchanged. Indeed, the school district inwhich the motel was located had thebetter argument to exclude the student,since the family’s stay in the motel wastemporary and did not establish residence.Motel stays of homeless families is adifferent story, however, and homelesschildren must be admitted to school whilewe figure out who is responsible.

Finally, the temptations of executivesession once again caused a problem.Public agencies can discuss matters inexecutive session only if the item is on theagenda, is privileged to executive session,and the reason for the executive session isannounced before the executive session.Here, there is no indication that any ofthese requirements were met as Mr.Superintendent informally filled in theBoard members on these residency issuesat the end of the executive session.

Attorney Thomas B. Mooney is a part-ner in the Hartford law firm of Shipman &Goodwin who works frequently withboards of education. Mooney is a regularcontributor to the CABE Journal.


Vincent A. MustaroSenior Staff Associate for Policy Service, CABEThe Policy Corner

Policy direction needed to prevent workplace bullyingThe Workplace Bullying Institute reported that 37

percent of American employees had been bullied at workand that it occurs four times more often than discrimina-tory harassment protected by law. Wrestling with changesin the level of civility in society is a nationwide chal-lenge. It is necessary for students to have the adults in theschool setting model appropriate behavior. In addition,there is overwhelming evidence that workplace bullyingmay cause severe damage to a target’s mental andphysical health.

Workplace bullying, like childhood bullying, is thetendency of individuals or groups to use persistent ag-gressive or unreasonable behavior against a co-worker orsubordinate. Workplace bullying can be defined as re-peated inappropriate behavior, direct or indirect, whetherverbal, physical or otherwise, conducted by one or morepersons against another or others, at the place of workand/or in the course of employment, which could reason-ably be regarded as undermining the individual’s right todignity at work. It can also be defined as repeated, un-reasonable actions of individuals or a group directedagainst an employee or group, which are intended tointimidate, degrade, humiliate, or undermine; or whichcreate a risk to the health or safety of the employee(s).

Such bullying can involve an abuse or misuse ofpower. Such bullying behavior creates feelings ofdefenseless-ness and injustice in the targeted individualand under-mines an individual’s right to dignity in theworkplace. It is also possible in the school setting foradults to bully students based upon the manner in whichthey interact with them.

Such bullying can include such tactics as verbal, non-verbal, psychological, physical abuse and humiliation.This type of aggression is difficult because, unlike thetypical forms of school bullying, workplace bullies oftenoperate within the established rules and policies of theirorganization and society. Workplace bullying is oftenperpetrated by management and takes many forms.

Examples of Workplace BullyingA pattern, including, but not limited to, of the follow-

ing behaviors are examples of workplace bullying:unwarranted or invalid criticism; blame without factualjustification; treatment which is different from the rest ofthe work group; verbal abuse; exclusion or social isola-tion; humiliation or ridicule in connection with one’swork; and harassment through excessive monitoring ormicro-managing. Additional examples include exposureto an unmanageable workload; work with unrealisticdeadlines; blame for things beyond the person’s control;overwork and devaluation of personal life; over evalua-tion and manipulation of information; or management bythreat and intimidation.

How Workplace Bullying Affects Peopleand the Organization

Victims of workplace bullying experience significantphysical and mental health problems. Such problems caninclude high stress or post-traumatic stress disorder;financial problems due to absence; reduced self-esteem;loss of self-confidence; musculoskeletal problems; pho-bias; sleep and digestive disturbances; increaseddepression/self-blame; family tension and stress; andadverse effects on a person’s career.

Each of the individual consequences cited above canalso be costly for the organization. Costs of such bullyinggenerally fall into three categories. First, there is the costof replacing staff members that leave as a result of being

bullied and the cost of training new employees. Next,work effort being displaced as staff cope with bullyingincidents in which effort is directed away from work pro-ductivity and towards coping. Lastly, there are costsassociated with investigations of ill treatment andpotential legal action.

Workplace Bullying in the School SettingConnecticut schools are required to have policies and

a school climate plan that targets bullying; but these areaimed at students. However, a need exists for schooldistricts to also develop and adopt anti-bullying policiesfor their adult employees. A core employment value isthe commitment to ensuring that every individual isguaranteed a safe working environment where he/shemay expect to be treated with dignity both by manage-ment and work colleagues. This approach is a positiveemphasis on the importance of each individual and thecontribution each makes to the success of the workplace.It guarantees the optimal working conditions that allowindividuals to freely maximize their roles in the work-place. Sound management ethos is based on providingleadership that encourages individuals in this regard.This is best achieved in the school setting through thecreation and maintenance of a positive working environ-ment within a safe school climate.

Workplace bullying in schools occurs when the staffof a school engages in bullying or harassment. In manycases of workplace bullying in schools, the behavior ofthe staff bullying mimics the behavior of student bullies.Workplace bullying in schools consists of bullying fromstaff, usually teachers or instructors against students orothers in the workplace such as other teachers or supportstaff. Such workplace bullying can include intimidation,humiliation, physical and verbal harassment, aggressivebehavior, uncooperative attitude, rumors or other anti-social behavior. When directed against students it cancreate a very uncomfortable learning environment andlead to not only academic problems but also psychologi-cal disorders. When directed against other staff, it cancreate a hostile working environment and also provides abad example for students to follow.

Workplace bullying in schools can either be overt orcovert. Covert bullying occurs when no one is around towitness it. Covert bullying can be particularly frightening

for the victim as the victim has no support and does notknow how far the bullying will escalate. Overt bullyingtakes place in public with witnesses. Self-esteem can bedamaged by such bullying.

Workplace bullying in schools cannot be completelyprevented. However, through preventative measures itcan be significantly reduced. Such measures include theadoption and implementation of code of conduct policieswhich outline the prohibited behavior. The code shouldbe required reading for all staff and consideration shouldalso be given to a training seminar on the topic.

Consequences should also be a part of the policy. Thepolicy must be focused on creating an environmentwhere bullying is treated very seriously.

Recommended Policy ActionThrough policy, a board of education can voice its

desire to provide the right examples to students by theadults modeling appropriate behavior. The board ofeducation must be committed to providing all of em-ployees and students with an environment that is freefrom any form of workplace bullying. The objective ofthe board’s policy must be to eliminate workplacebullying and to contribute to a supportive environmentwhere the staff and students have the right to carry outthe responsibilities of the school. The policy must alsoguarantee that all complaints will be taken seriously andinvestigated promptly, and that all parties will be treatedwith respect. Also, the staff must be protected fromvictimization or discrimination for assisting in an in-vestigation. Retaliation as a result of a staff memberraising a complaint should not be tolerated.

Through the adoption of a policy pertaining to work-place bullying, a board of education can establish itsdesire to provide the right examples for students throughadults modeling appropriate behavior in the school/workplace. Adult behavior becomes a means of educa-ting students. It is important that as we look at the issueof student bullying that it is necessary for adults to be-have appropriately in order to avoid sending mixedmessages to students.

A new policy, #4118.15/4218.15, “WorkplaceBullying (Congenial and Healthy Workplace),” has beendeveloped and is available upon request.

State Board adoptsposition statement on exceptionalitiesIn early February, the State Board of Education adopted the position statement on the Education of Students

with Exceptionalities.

All students, including students with disabilities and those with outstanding talents in thecreative arts or extraordinary learning abilities, should receive educational services thatenable them to develop their full potential. A varied educational environment with a con-tinuum of opportunities and supports is necessary to accommodate each student’s strengthsand challenges, and will help prepare students with exceptionalities for entry into highereducation and he workforce.

This position statement and the accompanying guidance to assist districts may be found on the Board’swebsite at www.sde.ct.gov/sde/cwp/view.asp?a=2683&q=320314. If you would like additional informationplease contact the Bureau of Special Education at 860-713-6910.


CABE’s DAY ON THE HILL

Branford Public school students along with school boardmember and CABE Director John Prins.

Students from the CREC Metropolitian Learning Centerin Bloomfield.

Students from the CREC Public Safety Academy in Enfield.

Students from Granby Public Schools.

Students from the Stratford Public Schools.

S T U D E N T P A R T I C I P A N T S

Students from Killingly Public Schools chaperoned by schoolboard member and CABE First Vice President Richard Murray.

Students from East Windsor Public Schools.

Students from the New Britain Public Schools.

Students from thePlainville PublicSchools, chaper-oned by schoolboard memberBecky Tyrrell.

Students from the Simsbury Public Schools chaperoned byschool board chair and CABE President Lydia Tedone.

Students from the Union Public Schools

Students from the Waterbury Public Schools.




CABE’s MARCH TO THE CAPITOL

S P E A K E R S

S T U D E N TC O N V E R S A T I O N

L E G I S A T I V ER E C E P T I O N

CABE PresidentLydia Tedone,Simsbury

CABE ExecutiveDirector RobertRader

State ComptrollerKevin Lembo

CABE DeputyDirector andGeneral CounselPatrice A. McCarthy

CABE Sr. StaffAssociate forGovernmentRelations SheilaMcKay

GovernorDannel Malloy

RepresentativeAndy Fleishmann

RepresentativeLarry Cafero

Representative Christie Carpinoopened up the conversation withthe students. Students debated the effect bullying has on the students

in their schools. They also talked about effective ways toimprove the climate in the schools.

U.S. CongressmanJohn Larsonaddressed the groupafter the march. Hetalked about theimportance ofeducation and thevaluable work ofschool boardmembers.

CABE Day on the Hill briefing where school board member, superintendents and studentslearned the most up to date information before they went to the Legislative Office Buildingto lobby their representatives and senators.

CABE Executive Director Robert Rader talkswith Representative Pam Sawyer

Windsor Board Chair Doreen Richardsonspeaks with Representative Elaine O’Brien.

Fairfield Board of Education member PhilDwyer talks with Representative BrendaKupchick.

CABE Deputy Director and General CounselPatrice A. McCarthy, State Board of Educa-tion member Patricia B. Luke, and CABESenior Staff Associate for Field Services NickCaruso discuss the issues.

Attorney General George Jepsen talks withCABE Deputy Director and General CounselPatrict A. McCarthy at the reception.

Board members and Legislators at the CABEReception held in the Old Judiciary Room ofthe State Capitol. This reception gave boardmembers an opportunity to talk withLegislators in an informal setting.

CABE: working for YOUIndividualized Workshops • Professional Development Opportunities

Legal Services • Policy Services • Representing You Statewide and Nationally


Below are the highlights of activities thatthe CABE staff has undertaken on yourbehalf over the last month. We did this:

✦ By ensuring membersreceive the most up-to-datecommunications:• Prepared Custom Policy material

for East Hampton, Marlborough,New Hartford, Old Saybrook, andWest Haven.

• Conducted the audit of the Brook-lyn policy manual and sent it to thedistrict.

• Participated in meeting of theConnecticut Society of AssociationExecutives Governance Committee.

✦ By providing services tomeet members needs:• Attended conference given by the

Georgia School Boards Associationon services that may be of help toConnecticut school districts.

• Attended CABE/CAPSS Conven-tion Committee meeting.

• Demonstrated CABE-Meeting for amember of the Region 1 Board ofEducation.

• Met with the superintendent, ITDirector and SuperintendentSecretary in Southington aboutCABE-Meeting.

• Planned, implemented and attendedCABE Board of Directors Retreat.

affect student achievement. Theseincluded home schooling, staff-student relationships, traits ofeffective principals, cyberbullying,key policy issues, and disciplinaryissues.

✦ By representing Connecti-cut school boards on thestate, national or interna-tional levels:• Met with numerous legislators to

discuss education issues.• Attended CREC Council meeting to

provide a legislative update.• Developed testimony for public

hearings.• Participated in Education Panel at

the Council of Small Towns AnnualConference.

• Chaired NSBA Council of SchoolAttorneys officers conference call.

• Participated in Jumpstart financialliteracy meeting.

• Attended Partnership for StrongCommunities on the effect ofinsufficient housing for the poor andthe education of their children.

• Participated in Connecticut Coali-tion for Public Education meeting,dealing with Common Core ofEducation, and other issues ofstatewide concern.

✦ By promoting public edu-cation:• Attended meetings pertaining to the

CAPSS Transformation Project.• Attended CABE’s Day on the Hill.• Finalized work with State Depart-

ment of Education and Departmentof Children and Families resultingin a new policy pertaining to childabuse reporting to fulfill legislativerequirements.

• Met with members of the TrumbullPTA about a program they createdthat explains the budget process tothe community.

• Answered questions about the mostcurrent legal issues facing boards ofeducation superintendent evalua-tion, meeting agendas, bingoparties, email between boardmembers, and residency determina-tion.

• Attended CREC legislative break-fast.

• Spoke at the whatwillourchildrenlose.org press conference oneducation funding.

• Attended Connecticut Council forEducation Reform reception andscreening of “Great Expectations”.

• Met with legislative leaders,attended Governor’s forum onSB24.

• Participated in conference call withKentucky School Boards Associa-tion about upgrades to CABE-Meeting.

✦ By ensuring membersreceive the most up-to-date communications:

• Provided webinar on educationreform legislation.

• Met with the Waterbury Board todiscuss policy matters.

• As part of the development of newpolicy manuals utilizing the CustomPolicy Service, materials wereprepared for East Windsor,Newtown, Ridgefield, Waterbury,Windsor Locks and Woodbridge.

• Met with the Watertown Board todiscuss policy options.

✦ By providing opportunitiesfor members to learn howto better govern their dis-tricts:• Conducted CABE Leadership

Institute.• Facilitated workshops for Hartford,

Groton, Oxford, Stratford andWatertown Boards of Education onboard member roles and responsi-bilities.

• Facilitated workshop for NorwalkBoard of Education on evaluations.

• Met with the Board Chairs andSuperintendents from Southingtonand Willington on CABE services,activities and programs.

• Provided policy information to 31districts, one attorney, two newspa-pers, one RESC, two out-of-stateschool board associations and theState Department of Educationthrough 51 answered requests forinformation or sample policies, on45 topics. The topics of greatestinterest were alcohol, drugs andtobacco; bullying; and socialnetworking.

• Planned and implemented Module 3of School Governance Counciltraining for Waterbury.

✦ By helping school boards toincrease student achieve-ment:

• Held hot topic workshop on theCAPSS Transformational Initiative,“NextEd”.

• Attended Connecticut Mirror eventon early childhood education.

• Provided Lighthouse training for theDanbury, Norwalk, Norwich,Windham Boards of Education.

• Sent two issues of “Policy High-lights via email covering topics that

(continued from page 1din, Associate Commissioner of Educa-tion Division of Assessment, Researchand Technology.

“The answer to this question dependson the quality and level of fiscal, humanand material resources that the district hasin place,” according to Beaudin.

There are some critical tasks districtswill need to complete and activitiesdistricts will have to engage in to makethe transition by the 2014-15 school year,she added. These include:

• establishing a new curriculumaligned to the new standards, bygrade or grade span, subject;

• informing and involving teachers;

• purposing instructional materialsand purchasing new materials, asneeded;

• designing formative assessmentsand data/monitoring teams;

• providing professional developmentfor English Language Arts and mathteachers and across other contentareas for application;

• incorporating the implementation ofthe CCSS in teacher and principalevaluations; and

• informing parents, business leaders,policymakers, pre-school teachersand other early childhood constitu-ent groups about the importance ofthe standards and expected out-comes of the new assessmentsystem.

Almost halfway across the country,Michigan is also in the process ofimplementing the standards, according toWilliam Schmidt, a Michigan StateUniversity Distinguished Professor in theDepartment of Counseling, Educational

Psychology and Special Education. LikeRader and Heminway, Schmidt feelsimplementing the standards will not comewithout challenges.

“The biggest cost in my mind is thecost in terms of the time that the districtand the teachers will have to put intomaking sure that they line up whatevercurricular materials they have with theCommon Core,” explained Schmidt. “Weare working with some of the [Michigan]districts toward implementing these and itdoes take a substantial effort on the partof the districts to recognize the differ-ences that have to occur.”

One major difference would be achange in textbooks, said Schmidt. “Thebiggest impediment to the implementationunfortunately is the textbooks that are outthere, because none of them really line upwell with the new standards,” notedSchmidt.

As a result, Schmidt said he is advisingschool systems in his state to abstain frombuying new textbooks until there are setsthat are tailored specifically to theCommon Core State Standards.

All in all, despite all of the work thatthe transition will require from districtsacross the country, Schmidt feels it willall be well worth it.

“I think there’s just no question this isone of the best opportunities we as anation have had to really improve ourkids’ learning of math; these standards areevery bit national and internationallybenchmarked,” said Schmidt. “They’revery focused; they’re rigorous andcoherent. The word ‘common’ meansthey’re intended to be for all kids acrossthe country … so I think that this is agolden opportunity for us to really fix ourmath education so our kids learn moremathematics and learn it better.”

CABE raises questions about costs of Common Core


David BassoCT Teacher of the Year, Berlin High School

Teacher of the Year:Commitment to mission is critical for success

Once again, the national discourse oneducation centers on restoring America’sposition as the preeminent political andeconomic global power, and the nation’seducational system, to many observers, isvital to this reemergence. It is interestingto note the parallels with past educationalreform movements sparked by Sputnikand A Nation at Risk.

In the 1980s, we were in awe ofJapan’s educational and economicprowess, even as we remained weary oftheir growing strength. Today, we areincreasingly alarmed about the rise ofChina and India, and wonder how theeducational systems of nations such asFinland continue to score so highly oninternational standardized tests. All thewhile, we are concerned about whatAmerican schools and educators aredoing wrong.

Inherent in the arguments, then asnow, are several issues that have in-formed the education reform debate,including competing visions on how tocreate an accountable, highly competent,and professional class of educators toensure widespread educational excel-lence.

In Connecticut, in light of GovernorDannel Malloy’s recently proposed billon educational reform, we are againfaced with the various aspects of thislong-standing debate. The catchphrase,“Year of Education,” is being bandiedabout much like in was in the mid-1980s,and the need for economic and educa-tional competitiveness drives the debate.

In the early 1980s, Governor WilliamO’Neill and several other officials soughtto boost Connecticut’s economic viabilityby traveling abroad to seek foreigninvestment, much like the goal of Gover-nor Malloy’s trip to Davos, Switzerlandin January. Stefan Pryor, our new

Commissioner of Education, is looking toseize the momentum much like GeraldTirozzi did in the early 1980s.

In both eras, authorities have associ-ated the revitalization of Connecticut’seconomy with its educational system, andthis has inspired educational reformefforts. This is true on a national scale aswell.

Few people, if any, would disagree

with the need for systemic educationalreform in Connecticut schools andthroughout the nation. The points ofcontention, as they always have been, restwith how to enact appropriate, effective,and enduring changes. If the mostimportant values and goals of educationinform our work, and students are alwayskept at the fore of our efforts, thencommon ground can be found.

If, however, testing, internationalcomparisons, and other objective mea-surements unduly dominate the educa-tional landscape and associated dialogue,and teaching and learning follow in thisvein, we run the risk of overlooking thetrue purpose of education.

As educational stakeholders, we allhave important roles to play in thistransformation, and we all have certainviews determined by our experiences. Wemust be careful to include everyone’sperspective, but also to be mindful of thecrucial role educators contribute to thisprocess. Too often, educators’ views andexperience are not incorporated, and the

conversation about reform is monopolizedby those who have ulterior, often politicalor financial, motives.

Significantly, a common characteristicof high-achieving educational systemsabroad is the respect afforded to educa-tors and the culturally elevated nature ofthe profession. Financial incentivesnotwithstanding, positive social percep-tions and feeling valued for carrying out

such vital work are important motivationsfor educators. Having a voice in anyreform process is reflective of the level ofesteem for the profession.

Regardless of our roles and contribu-tions, if we desire genuine and sustainablereform, we must sincerely and whole-heartedly uphold the core values of whatwe do, values typically delineated, mostnotably, in schools’ mission statements.In doing so, we will take significant stepstoward truly empowering our students.

Mission statements cannot be mererhetoric, but rather actual manifestationsof what takes place in our schools on adaily basis. The core of any educationalreform effort, in essence, aims to dis-mantle the discrepancy between the ideal– as represented by mission statements –and the reality, which we experienceevery day.

In addition to improved studentlearning as measured by performanceoutcomes, we must make sure that theideals embodied in the true purpose ofschooling are carried out as well. If weare overly focused on assessment results,for instance, then we will likely neglectthe deeper meaning of education. In otherwords, if our students score exceptionallyhigh on standardized tests and improve

our international ranking, yet we fail tofoster compassion, kindness, love forlearning, and other often intangible anddifficult to quantify attitudes and prac-tices, then we are seriously misguided inthis important endeavor.

By remaining mindful of the importantresponsibility of teachers in developingstudents who are lifelong learners, criticalthinkers, active and knowledgeablecitizens, and empathetic and tolerantindividuals, we take the necessary stepstoward the expression of our schools’missions. While high expectations, arigorous curriculum, and appropriateassessments are indeed necessary,academic achievement for its own sake atthe expense of true, meaningful learningis counterproductive and potentiallyharmful to society.

If such an approach disproportionatelydictates schooling norms, values, andpractices, we will continue to wasteenergy and resources contemplating whyour schools are apparently failing, ratherthan taking action to instigate significantand lasting reform.

Too often, cultural attitudes towardseducators become hardened given theemotional and personal nature of thediscourse. When educators are highlyrespected and assume an elevated role insociety and education is seen as integralto societal growth, however, schoolingtakes on a different tone.

Unquestionably, other than children,educators are the greatest resource asociety has, and we clearly have thecapacity to effect positive change. Withthe proper dispositions and efforts,educational excellence can become thecultural norm and positively self-reinforc-ing. All of us, regardless of the positionand views we hold, have a moral obliga-tion to make sure we embrace and upholdthe core values of our central mission.

These ideals should be present in all ofour efforts to improve education. Indoing so, we continually reaffirm ourbelief in the promise that all childrenhave, as well as in our own capacity tomake good on that promise.

“All of us, regardless of the position and views we hold,have a moral obligation to make sure we embrace anduphold the core values of our central mission.”

2012 CABE Leadership Institute

Participants with Jack Reynolds, retired superintendent, who served as a consultant to theInstitute. Graduates were: Donald Harris (Bloomfield); Bob Rossi (Brooklyn); Robert Maynard(East Windsor); Philip Dwyer (Fairfield); Richard Murray (Killingly); Ava Hart (Middletown);Cheryl McClellan (Middletown); Darin Hudson (Region #1); Jonathan Moore (Region #1);Kate Donnelly (Region #11); Andrea Veilleux (Stratford); Jeff Cugno (Berlin); and DoreenRichardson (Windsor).

NSBA President Mary Broderick and Jack Reynolds led a session on macro and micro man-agement, which concluded with a “Rocket Ship” team building activity.


A look back in time -a 75+ year retrospective on the budget season

It is budget season again and time tobegin the journey by school districtsacross the state to present, defend andultimately put a budget in place that willaddress the student’s educational needsfor another year.

With this context in place it was aninteresting discovery that I made severalyears ago related to the town of Washing-ton, in northwest Connecticut. It is a lookback at a budget put forth for consider-ation nearly 75 years ago when thingswere simpler.

Or were they?The school board was questioned by

the public about:• the high salary cost representing

nearly 55.6% of the budget;• the transportation costs of 25.8%;• the increasing costs of utilities (now

reaching 4.07%);

• nearly 6.8% of the budget devotedto the maintenance of the buildings;and

• spending only 3.57% for textbooksand supplies on the students.

The public asked, how can you expectus to pay for this ever increasing budget?The year was 1935/1936 and the budgetwas $33,184. Oh, to have those problemstoday!

Now, we move forward to the year2011/2012 and the budget is beingpresented once again. The public againquestions the board about the high salarycost representing nearly 55.4% of thebudget, the transportation of 7.0%, andthe utilities at 3.2% with only 2.0%devoted to textbooks and supplies. Thebudget was $21,258,228 and you mightwonder what else may be driving thesecosts.

On an overview of the current budgetone can see costs that did not exist in the“good old days):

Robert Giesen, Director of Finance andOperations, Region 12(Bridgewater, Roxbury, Washington)

How do we compare after 75+ years?Town of Washington Region 12

Categories 1935-1936 Budget 2011-2012 BudgetSalaries $18,450 55.60% $11,555,418 54.36%Text books 600 1.81% 111,503 0.52%Supplies 583 1.76% 321,707 1.51%Transportation 8,567 25.82% 1,484,574 6.98%Utilities (heat, light, water) 1,350 4.07% 671,200 3.16%Maintenance supplies, salaries 2,250 6.78% 649,579 3.06%Repairs 500 1.51% 273,204 1.29%Equipment 300 0.90% 168,662 0.79%General control 400 1.21%Insurance 184 0.55% 109,350 0.51%

All other expensesBenefits, taxes 3,329,462 15.66%Debt service 781,484 3.68%Purchased professional & technical services 495,437 2.33%Special education Tuitions 697,452 3.28%All other expenses 609,195 2.87%

$33,184 100% $21,258,228 100%

3.28% 3.68% 2.33%

15.66%

0.51%1.29%0.79%

3.06%

3.16%

6.98%

0.52%1.51%

54.36%

2.87%

2011-2012

1.81%

55.60%

0.55%

1.21%

0.90%1.51%

8.78%

4.07%

25.82%

1.78%

1935-1936

• benefits and taxes for social securityand Medicare;

• debt not found in the good old days(buildings were probably purchasedwithout borrowing);

• purchased services;• physicians, psychologists, social

service workers, lawyers andconsultants; and

• special education costs (nonexistentin the earlier budget).

Many of the costs that made their wayinto today’s educational system budgetand increased the bottom line are oftenreferred to as “mandates”. Othersdescribe these costs as “societal changes”.Whatever they are called, they add to thisannual dilemma we call the budgetseason,

Please take the time to review thecomparison. What I learned fromstudying it is: what changes really staysthe same!

David Fink, Policy Director,Partnership for Strong Communities

Housing issuesmust be addressed

to fix achievement gap

A home, at its core, is shelter from theelements.

A home is also security or, as MayaAngelou has told us, “the safe placewhere we can go as we are and not bequestioned.”

But for children, their families andtheir future, a home is the foundation ofopportunity. If it is affordable, of highquality and well-situated, a home can bethe springboard to educational successand economic independence.

If it is overcrowded, unaffordable,substandard and located in an overbur-dened school district and a communitywith few services, a home will providelittle, if any, support.

In Connecticut, the achievement gapbetween white and minority children isthe largest in the nation based upon theNational Assessment of EducationalProgress (2009). In national tests given to4th and 8th graders, results showed thatlow-income students in Connecticutperformed at dramatically lower levelsthan non-low-income students – some-times up to three grade levels behind. Andwhile the achievement gap is not exclu-sively an urban problem, children at thewrong end of the achievement gap toooften live in tenuous circumstances.

• Of Connecticut’s 169 cities andtowns, 10% of the housing stock isaffordable in only 31 communitiesthat tend to have the most overbur-

dened school districts, with neigh-borhoods that typically lack accessto fresh foods, community services,youth programs and other needs.Those families, and their children,are barred by the high cost andlimited supply of housing fromchoosing communities that boastmany services children and theirfamilies require, and schools withenough resources to serve indi-vidual needs.

• Of Connecticut’s 1.4 millionhouseholds, 27% of the 412,000that rent their homes earn so little –half the median income or less –and pay so much in rent – half thatincome or more – that they havevery little left over for food,clothing, healthcare, transportationand other needs.

They are, therefore, left to make do.They send their children to schoolbetween 9 a.m. and 3 p.m., where devotedand experienced professionals attempt toenhance their education. Then, between 3p.m. and 9 a.m., they return to environ-ments where the concerted efforts madeduring the school day often receive littlereinforcement: homes that are oftenovercrowded, plagued by allergens andother healthcare hazards, located inneighborhoods that are unsafe or lackservices, and yet so costly that theirparents must work long hours to makeends meet rather than remain home to

(please see HOUSING page 14)


CABE and Baldwin Media:Partners in Managing Communications

The Media Messagefrom Ann Baldwin, Baldwin Media Marketing, LLC

Power up your PowerPoint

is recruiting for

SUPERINTENDENTOF SCHOOLS

For more information contact, CABE Search Services,Jacqueline V. Jacoby • 860-539-7594

Randall H. Collins • 860-235-6340

P.O. Box 290252, Wethersfield, CT 06129-0252www.cabe.org/support • Equal Opportunity Employers

AMITY REGION 5 PUBLIC SCHOOLS

MANCHESTER PUBLIC SCHOOLS

OXFORD PUBLIC SCHOOLS

ROCKY HILL PUBLIC SCHOOLS

SIMSBURY PUBLIC SCHOOLS

For an update or more information onvacancies go to our website: www.cabe.org

I recently came across an article on “Creating Effective PowerPoint Presenta-tions” and thought that this month’s article would be a great opportunity to sharesome of that information with all of you. While PowerPoint has, thankfully, takenthe place of the dreadful overhead projector there are still too many people whodon’t know how to craft a good PowerPoint presentation.

Remember, just because your presentation has a visual component doesn’t meanit speaks for itself. You still have to “perform” as a presenter and your visualshould not be used as a distraction from people focusing on you, it should be anadded attraction. There are effective ways to use PowerPoint, particularly as avisual backdrop to your story and it’s not the only game in town anymore.

Apple’s Keynote has earned staunch support from the design community. Toolssuch as Prezi have re-imagined what a presentation should look like and onlinesoftware like Sliderocket and Slideshare have enabled us to collaborate and sharepresentations virtually. The idea of what a presentation “is” is being reinventedover and over again as technologies emerge.

So what’s a novice presentation designer to do? First, don’t lose hope.Here are five simple ways to make your PowerPoint presentations sizzle:1. What’s your story?

An effective presentation requires a narrative; you want your audience toremember your message. It’s the free-time paradox: We don’t have 30 secondsanymore to listen to a sales pitch (DVRs are a blessing), but we have 30 minutesto hear a great story.

Find the story at the heart of your presentation by asking, “What are youraudience’s needs? What do they care about? What problems are keeping themup at night? How will information make their lives better? and; What do youwant people to do with the information that you are presenting? Perhaps there isa call to action.

2. Focus on one idea.You’re lucky if your audience walks away remembering even one idea youpresented; that’s just the reality of presenting. So if your audience should retainone thing, what would that be? Find that one idea—that one reason you’restanding up there presenting—and make sure every bit of content in yourpresentation revolves around that idea. If it doesn’t, you have to scrap it.

3. Shatter your template.PowerPoint templates are inherently constricting, and most are terrible. Mostbusinesses require employees to use a template, which is fine, but if the templatedoesn’t give a wide variety of slide options, it will inhibit you. If you can ditchthe template, ditch it. If not, see how far you can take it. Can you use full-bleedimages? Does the logo have to be on every slide?

4. Images, images, images.What was revolutionary five years ago is now old hat—but it’s a very importanthat. Using vibrant images brings your presentation to life and provides a visualcue that your audience’s brains can attach to your message.

5. Give your ideas room to breathe.People retain just so much information at once, and when multiple ideas aredelivered on one slide (often as bullet points), there’s little opportunity for theaudience to attach a visual cue to each idea. Thus, audience recall is drasticallyreduced. Instead, put each important idea on its own slide, along with support-ing imagery.

There’s no difference between spending two minutes on one slide or 30 secondson each of four slides). Your idea and its supporting points are like actors in a play.You rarely recall those in the ensemble, but those in the spotlight are unforgettable.Allow each point in your presentation time to shine.

Creating an effective presentation, particularly when using PowerPoint, is farmore than just knowing how to import images and resize fonts. If you follow thesefive tips, you’ll launch out of that starting block and be well on your way tocreating dynamic presentations that resonate with audiences for days, weeks,months, or even years.

(continued from page 2)most rigorous evaluation, certification andhiring processes in the nation because theresearch is clear: high quality teachersand administrators are the number onefactor to a student’s long term success,both inside and beyond the classroom. Itis critical to ensure, however, that we in-crease rigor not only in the evaluation,certification and training processes, butalso in the hiring process for educators.

When I was a principal I found that themore rigorous I made the hiring process,the more attractive my school became tohigh-quality teachers. Great teachers willnot run from a difficult hiring process;they will be attracted and want to workfor a state, district, school that holds theteaching profession to a higher standard.

Connecticut should also strive to raisethe bar and expectations for all educatorsthat work in schools, establishing a rigor-ous set of standards and core professionalvalues that educators and administratorsneed to meet in order to receive tenureand additional benefits within the schoolsetting. Being an educator is the mostimportant job one could have. We need toexpect the best out of the adults in orderto get the best out of our youth. This iswhy we need to ensure all teachers haveprofessional development that address theacademic and other needs of all kids.

Based on my experience as a teacher,principal, and now director of educationalinitiatives at a nonprofit serving at-riskyouth in Hartford, I believe that the edu-

cation reforms being considered in Hart-ford go a long way toward setting Con-necticut back on the right path. Now is thetime for true education reform focused ontraining, hiring, evaluating, and retainingthe best teachers and administrators, notonly in the region, but in the country.

Connecticut cannot afford to have asystem that does not quickly and efficient-ly provide assistance for teachers whoneed it, but also remove teachers whocannot perform at an acceptable level. Wecannot continue to tell parents, “Your sonor daughter is struggling because theyhave an ineffective teacher…but let’s givethat teacher another chance to perform.”Because we know that just one year ofhaving an ineffective teacher can impact achild for many years to come.

If there are any teachers or principalsout there who have questions or concernsabout what it will mean for Connecticut tohave student centered educator evalua-tions and recruitment practices, I wouldbe happy to talk to you about my experi-ences in D.C. I can promise this is theright direction to go in if we are all able toagree that the priority should be educatingall of our students – yes, all of them. Eventhe ones who have been written off by thesystem for generations.

Scott Sugarman is the director of edu-cation initiatives at Our Piece of the Pie,a youth development organization inHartford, CT. He has been a publicschool teacher and principal. His emailaddress is [email protected]

Teachers rise to the occasion – let’s let them

Kelly B. MoyherSenior Staff Attorney, CABE


CABE-Meeting

Learn more:

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

• Do you want to save your districtmoney?

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

• Do you want to focus more of yourhuman and financial resources onincreasing student achievement inyour district?

• Do you want to enhancecommunication with yourcommunity?

• Do you want to model the methodsthat should be used to infusetechnology in your schools?

If you answered “yes” to at least oneof the above questions, read on.CABE-Meeting can help you!

Take a few minutes and go to http://www.cabe.org/page.cfm?p=158 tocomplete our CABE-Meeting costanalysis worksheet (located at thebottom of the page) and see how muchyour district can save in one year.Districts can save thousands ofdollars each year by using CABE-Meeting.

For more information or to schedule ademonstration for your board, callLisa Steimer at 800-317-0033 or 860-571-7446 or email [email protected].

CABE-Meeting

Lisa SteimerConnecticut Association ofBoards of Education81 Wolcott Hill RoadWethersfield, CT 06109www.cabe.org

Is CABE-Meeting for you?

(continued from page 12)supervise homework and recreation.

Overall, housing quality, affordabilityand location can significantly impactschool performance. Families who arehomeless, or frequently move, may beforced to transfer their children fromschool to school in mid-year, increasingthe likelihood of classroom and socialdifficulties. Insecure housing situationscan lead to emotional and behavioralproblems, and substandard housing cancause physical maladies.

To provide all Connecticut householdswith a wider array of educational choicesthat can work best for their children’sindividual needs, and to offer the benefitsof diversity and an integrated studentbody, Connecticut has established theOpen Choice program, magnet schoolsand charter schools in addition to its

Housing issues must beaddressed to fix achievement gap

Talented StudentDue: May 18, 2012

Does your district have an outstand-ing student performance group? We arelooking for talented students to entertainparticipants at the 2012 CABE/CAPSSConvention, November 16-17, 2012.

Applicants should send a recentrecording of the group on CD, DVD orVHS along with the application form.Please be sure to include the amount ofspace needed and contact informa-tion.

Go to http://www.cabe.org/uploaded/Convention/Showcase_your_talented_student.pdf for more information andthe application form.

Convention HotelReservation Information

Mystic Marriott Hotel and Spa625 North Road, Route 117Groton, CT 06340

Those attending the annual CABE/CAPSS Convention have beenguaranteed a room rate of $149. Whenmaking your reservation, be sure tomention that you are with the CABE/CAPSS Convention in order to takeadvantage of this special room rate.

This rate of $149 is guaranteed onlyuntil 4:00 pm on October 17, 2012.After this date, reservations forConvention participants are based onavailability and are offered at theprevailing rate.

You may make reservations directlywith the Mystic Marriott’s reservationdepartment by calling 866-449-7390.You may also make reservationsonline at http://www.marriott.com/hotels/travel/gonmm?groupCode=CCACCAA&app=resvlink&fromDate=11/15/12&toDate=11/17/12.

The negotiated rate code alreadyentered in the appropriate field,allowing you to quickly make yourroom reservation. Purchase orders areNOT accepted.

Lisa SteimerSenior Staff Associatefor Professional Development

CABE/CAPSS CONVENTIONNovember 16-17, 2012

The Freedom of Information Act(FOIA) allows an exemption from publicdisclosure for collective bargainingnegotiations and strategy discussions.However, in Martin Gould v FOIC, theFreedom of Information Commission haswon a case where New Britain SuperiorCourt Judge Henry Cohn ruled that wherearbitrations are concerned, the evidentiaryportions of salary discussions were opento the public.

Of particular interest in this case was ifthe “conduct and strategy of collectivebargaining” exception to the publicdisclosure requirements of the Freedom ofInformation laws apply to public sectorunion negotiations as well as to impasseresolution procedures.

The Commission had previously found

that negotiations which take place duringthe arbitration process do not have to beconducted in open session. Judge Cohnnoted that arbitrators are not independentcontractors performing a service for hire,but are selected from lists maintained bythe State Department of Education and assuch, are a committee of that agency.

This case stems from the 2010Torrington School Board’s contractarbitration hearings where a reporter fromthe Republican-American newspaper wasexcluded from the hearings. An appealwas made to the FOIC, which agreed withthe newspaper that the state openmeetings law had been violated. Board ofeducation and union arbitrators appealedthe FOIC decision to Superior Court,where the court upheld the FOIC’sdecision.

The decision is likely to be appealed tothe Connecticut Supreme Court.

FOIC rules on collectivebargaining/negotiations

neighborhood schools. Those options tendto be oversubscribed, however, and noneprovide the other benefits that oftenaccrue to families that can live in thoseschool districts or neighborhoods 24/7. Amore comprehensive answer will beaffordable homes and high-resourceschools in both cities and suburbs soparents can choose the educational andcommunity options that work best fortheir children’s particular needs. Notsuburb, or city, but both.

A wide range of research and reportinghas been done on the connections betweenhousing and school performance, andhousing and the well-being of students.

The full policy brief can be found at: http://www.pschousing.org/news/housing-education-focus-partnerships-first-2012-policy-brief.

CABE Vice President forProfessional Develop-ment Stephen Wright(Trumbull), recentlypresented the Award ofExcellence in Educa-tional Communicationsto C.E.S. RepresentativeCouncil PresidentArlene Liscinsky,(Shelton) and ExecutiveDirector Evan Pitkoff inTrumbull.

C.E.S. wins Award of Excellence


The Wizard’s wise wordsRichard Lewis, CAE, Executive Director,Ohio School Boards Association

As school districts across the stateassemble new management teams, theymight be wise to look to the “Wizard ofWestwood” as an exemplar. The Wizardwas better known as John Wooden, thehead basketball coach at UCLA from1948 to 1975. During a spectacular run,Wooden won 10 NCAA national champi-onships in a 12-year period, includingseven in a row. During this streak, histeams won a record 88 consecutivegames and he was named national coachof the year six times.

Wooden taught his players that theirchances of having a successful team maybe in direct proportion to the ability ofeach player to live up to a set of sugges-tions. Many of those suggestions applyto school boards. Let’s take a look.

1. Be a gentleman at alltimesYour jobs as elected leaders willsometimes become emotional, andthrough all the challenges, the eyesof your community will be uponyou. Strive each day to be a rolemodel to others. Wooden urgedeach of his players — “Be moreconcerned with your character thanyour reputation, because yourcharacter is what you really are,while your reputation is merelywhat others think you are.”

2. Be a team player, alwaysThe board, its superintendent,treasurer and administrators need towork in concert to fully reach thedistrict’s potential. Any member ofthe team more concerned withputting personal agendas ahead ofthe district’s mission damages theteam’s chance of success. Knowyour role; perform it well; helpothers excel in their roles; and be acatalyst for your teammates’success. In Wooden’s words, “Themain ingredient of stardom is therest of the team.”

3. Be a good student in allsubjects — not just bas-ketballThe Wizard often said, “The worstthing about new books is that theykeep us from reading the old ones.”Read more. Learn more. It is notenough to be the technology guru orfinance expert on the board. Goodboard members acquire a workingknowledge in all areas ofboardmanship, including gover-nance, fiscal management, supportservices, facilities, personnel,negotiations, instruction, commu-nity relations and more.

4. Be enthusiastic, industri-ous, dependable, loyaland cooperativeAccording to the coach, “The playerwho gives his best is sure of success,while the player who gives less thanhis best is a failure.” The same is truefor board members. If it’s true thatenthusiasm is contagious, then be acarrier throughout your community.

5. Earn the right to be proudand confidentWinning a national championship isno small feat. Winning 10 is almostunimaginable. Wooden drilled into histeam, “Winning takes talent, to repeattakes character.” If you are new toyour team, give credit to those whohave gone before. Your job is tocontinue that successful march to thefuture. Repay that trust and earn theright to be proud of what is accom-plished with your contributions andremember the coach’s belief that“little things make big things happen.”

6. Keep emotions undercontrol without losing fightor aggressivenessPublic education will face a mountainof adversity on your watch. Politicalchallenges, financial challenges andsocietal challenges all will conspire totest your mettle. Wooden maintained,“Adversity is the state in which manmost easily becomes acquainted withhimself, being especially free ofadmirers then.” There will be noshortage of community members andparents who will display chargedemotions at meetings or perhaps giveup on your schools. You do not havethat luxury. Never lose control orhope.

7. Work constantly to im-prove without becomingsatisfied“It’s what you learn after you know itall that counts.” What great advice.The challenges facing educationevolve each year. No matter how longyou’ve been on board, there willalways be the opportunity to learnmore and improve. Take advantage ofyour OSBA membership by readingthe association’s communications andparticipating in webinars, workshops,region programs and the annualCapital Conference. The investmentof your time will pay enormousdividends.

8. Acquire peace of mind bybecoming the best that youare capable of becomingIf things are going poorly take heart,because it will not last forever. Ifthings are going well, enjoy it while itlasts, because that surely will not last

forever, either. In the end, the UCLAmentor’s advice would be, “Don’tmeasure yourself by what you haveaccomplished, but by what youshould have accomplished with yourability.”

9. Never criticize, nag orrazz a teammate“A coach is someone who can givecorrection without causing resent-ment.” This Wooden axiom appliesto education leaders, as well. It’sinevitable that a fellow boardmember — perhaps misinformed ormisguided — will err. Always praisepublicly and correct privately. Nomatter what, you must remain theprofessional.

10. Never miss or be late forany class or appointmentNothing looks worse than anunprepared board member, whetherit’s arriving 10 minutes after themeeting is called to order or openingyour board packet for the first timein full view of your staff andcommunity. Take your chargeseriously and be prepared. You wereentrusted with the future of yourcommunity’s children and you owe itto each one to dedicate the timenecessary to do the job the best itcan be done.

11. Never be selfish, jealous,envious or egotisticalWooden would tell you, “Considerthe rights of others before your ownfeelings, and the feelings of othersbefore your own rights.” There is noroom on the school board for thosewho would deny others’ rights andfeelings. If you can offer leadershipto the board by chairing committeesor serving as a liaison, it is yourresponsibility to volunteer. If othersare selected for that privilege insteadof you, then recognize that everymember of the team can contributeand support them in any way youcan.

12. Never expect favorsWooden practiced that “it isn’t whatyou do, but how you do it.” Perhapsmore important than the advice tonot expect favors is the admonitionto not grant them. You were electedto represent the entire community.Your roots may be with the quarter-back club or the music boosters.Your passion may lie with specialeducation or gifted students. Yourpersonal views may be to promotelevies or keep them from appearingon the ballot. Regardless, you nowrepresent the entire district and not aspecial interest group. Your constitu-ents are the students of your schools.

Each and every decision must bemade with that in mind.

13. Never waste time“Never mistake activity for achieve-ment.” Time is your most preciousresource. There will be many effortsthat demand your time. Communityforums, task forces and specialmeetings will fill the calendar. Usethe limited time of your board andstaff wisely. Before embarking on anew project, insist that adequate timeis also given to planning andpreparation. “If you don’t have timeto do it right, when will you havetime to do it over?”

14. Never alibi or makeexcusesWooden observed, “If you’re notmaking mistakes, then you’re notdoing anything.” Sometimes, despiteyour best efforts, things will not goas you planned. Remember that anysingle failure is temporary. Takeresponsibility and move on. Andnever blame fellow board members,your staff or the community.

15. Never require repeatedcriticism for the samemistakeWhile we should not make excusesfor our mistakes, neither should werepeat them. Learn from thoseexperiences and improve. Woodenpicked up his players when theywere down and kept them humble intheir success. “You can’t let praise orcriticism get to you. It’s a weaknessto get caught up in either one.”

16. Never lose faith or pa-tience“Success is never final, failure isnever fatal. It’s courage that counts.”That charge requires you to stay thecourse. The challenges may be great,and the rewards may be few, but ifyou prepare for your role on theboard and make decisions based onthe best information available, youwill make a difference in yourschools and your community. Youmay never know the full impact youmake until years after your term ofoffice has ended.

17. Never have reason to besorry afterwardYour time on the board is limited.Make the most out of every opportu-nity. Never have the occasion to lookin the mirror and say, “Tomorrow Iwill try harder.”

Article first appeared in February2012 issue of the OSBA Journal. Copy-right 2012 Ohio School Boards Associa-tion. All rights reserved. Reprinted withpermission.


REPRESENTING CONNECTICUT SCHOOL BOARDSFOR MORE THAN 35 YEARS

THE LAW FIRM OF

SULLIVAN, SCHOEN,CAMPANE & CONNON, LLC

Our Business Is Your Business

With over thirty five years experience providing legal representationto Connecticut’s public school districts, Sullivan, Schoen has set thestandard for public sector collective bargaining, has created an un-paralleled body of case law favorable to school boards, and has es-tablished a proactive partnership with its clients to develop policiesand practices that anticipate the law’s ever-evolving demands. Callus and see how we can help you.

Hartford Office

646 Prospect AvenueHartford, CT 06105-4286

Phone: 860-233-2141Fax: 860-233-0516

William R. Connon, Partner

Danbury Metro Office

24 Stony Hill Road, Suite 106Bethel, CT 06801-1166Phone: 203-778-3600

Fax: 203-778-8877Roseann G. Padula, Partner

Website: sscc-law.com

cabe journal - april 2012

Documents