cabe journal - november 2013

Vol. 17, No.11 November 2013

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

Lisa Steimer, Senior Staff Associatefor Professional Development, CABE

See A NEW PERSPECTIVE page 11

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

PeriodicalPostage

PAIDHartford, CT

www.facebook.com/ConnecticutAssociationBoardsEducation

David Nee to facilitate Saturdaylunch general session

A new perspective on autismthat can change how we

educate all studentsRobert Rader, Executive Director, CABE

Over the last decade or so, research hascontinued to help us understand howpeople learn and use their skills. Researchinto mental health provides us with abetter perspective in not only howstudents learn or don’t learn, but alsohelps understand the strengths of ourstudents.

Adapting from a new book entitled“The Autistic Brain”, Time MagazineOctober 7, published an article about whatnew studies have found about autism. Itexplained that in the past, research andtherapy concentrated on the deficienciesof those with the disorder. A recent studyfound, however, that “intelligence hasbeen underestimated in autistics”.

A test was conducted where autisticchildren were given hypotheticalquestions that could only be answeredthrough social interactions—such as“what would you do if you found a sealed,stamped, self-addressed envelope on thestreet.” The results would have classifiedone third of the subjects as “low-function-ing”. However when given a test “ thatdepended on providing only nonverbalinformation – arranging blocks intodesigns, for example – only 5% werelabeled low functioning. What’s more,one – third qualified as as having ‘highintelligence’ ”.

The author, herself a person withautism, writes about the study that “if wecan recognize , realistically and on a case-by-case basis, what an individual’sstrengths are, we can better determine thefuture of the individual—a concern nowmore than ever, as the rate of autismdiagnoses reaches record levels”.

She also states that those with autism“are really good at seeing details”, betterthan many “whose brains function in amore typical fashion”. For example, sheworks with animals and often spots thingsthat others don’t see. Most of us see theforest, while she, and others like her, seethe trees.

The author argues that we should notlose sight of deficits that plague thosewith autism and others. But, she statesthat the focus on them has led to peoplemissing the strengths. She talked to adirector of a school with autistic students,which found internships or employmentopportunities for them. The directortalked about how the opportunities allow-ed the students to overcome their socialdeficits, but the director had little to sayabout how they identified strengths.

The article ends with this “Somepeople’s difficulties are simply too severefor them to ever have the same opportun-ities that I have. But for so many peopleon the spectrum, identifying their stren-

This year, at our Saturday lunch ses-sion, we are trying something new whichwe think will be of great value to allattendees!

David Nee, Executive Director of theGraustein Memorial Fund and 2011CABE Friend of Public Education Awardrecipient, will facilitate the CABE/CAPSS Conference Saturday lunchgeneral session, at which we will focus onhow the ideas you gathered can best beimplemented when you return home.

Throughout the Conference we will beasking you what you hope to learn at thisprofessional development event. Throughnetworking, workshops and general ses-sion speakers, you will be provided withmany opportunities to learn about newideas and new ways of doing things. But,given the pace of our world, we don’toften have the opportunity to process thisinformation or determine how best to useit for benefit of our districts.

This Session will provide you with theopportunity to think through what you’veheard and come away with a plan for im-plementing at least one of them in yourdistrict. As with the Common Core StateStandards, where students are drillingdeeper on fewer concepts, rather thanskimming the surface on many topics, wewill help you to drill down on one “great”idea you are taking away from theConference.

We are excited to provide you anopportunity to process your Conferenceexperience and to enable you to returnhome with the start of an implementationplan!

David Nee and the Memorial Fundhave worked collaboratively to improveeducation for Connecticut’s children bysupporting school change, informing thepublic debate on educational issues, andstrengthening the involvement of parentsand the community in education. David isretiring from his work at Graustein at theend of the year, but we are so glad he will

See DAVID NEE page xx

ORANGE PUBLIC SCHOOLS

Attending theCABE/CAPSS Conference

. . . GOOD

Getting new ideas at theCABE/CAPSS Conference

. . . BETTER

Leaving the CABE/CAPSSConference with animplementation plan

. . . PRICELESS

EXECUTIVE COMMITTEELydia Tedone ..................................................... President, SimsburyRichard Murray ................................. First Vice President, KillinglyAnn Gruenberg ................. VP for Government Relations, HamptonStephen Wright ........... VP for Professional Development, TrumbullRobert Mitchell ................................. Secretary/Treasurer, MontvilleDon Blevins .............................................. Immediate Past PresidentJohn Prins ............................................................. Member at Large

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 Co-Director, PlainvilleSusan Karp ................................... Area 2 Co-Director, GlastonburyDon Harris ...................................... Area 2 Co-Director, BloomfieldLaura Bush ................................................. Area 3 Director, VernonDouglas Smith .................................. Area 4 Co-Director, PlainfieldSteve Rosendahl ............................. Area 4 Co-Director, WoodstockGavin Forrester ................................ Area 6 Co-Director, StratfordElaine Whitney .................................. Area 6 Co-Director, WestportJohn Prins ............................................... Area 7 Director, BranfordPamela Meier ........................................... Area 8 Director, MadisonGail MacDonald ................................... Area 9 Director, Stonington

ASSOCIATESEileen Baker .............................................. Associate, Old SaybrookSharon Beloin-Saavedra .............................. Associate, New BritainGary Brochu .......................................................... Associate, BerlinRobert Guthrie .............................................. Associate, West HavenCal Heminway ..................................................... Associate, Granby

COMMITTEE CHAIRSElizabeth Brown ........................... Chair, State Relations, MontvilleBeverly Washington ..................... Chair, Federal Relations, GrotonBecky Tyrrell ...................................... Chair, Resolutions, Plainville

CITY REPRESENTATIVESJacqueline Kelleher ....................... City Representative, BridgeportMatthew Poland ................................ City Representative, HartfordCarlos Torre .................................. City Representative, New HavenPolly Rauh ........................................ City Representative, StamfordCharles Stango ............................... City Representative, Waterbury

STAFFRobert Rader ....................................................................... Executive DirectorPatrice McCarthy .................................. Deputy Director and General CounselBonnie Carney ............................................ Sr. Staff Associate for PublicationsNicholas Caruso ............................................ Sr. Staff Assoc. for Field Service and Coord. of TechnologySheila McKay ............................. Sr. Staff Associate for Government RelationsKelly Moyher ......................................................................... Sr. Staff AttorneyVincent Mustaro ..................................... Sr. Staff Associate for Policy ServiceLisa Steimer .............................. Sr. Staff Assoc. for Professional DevelopmentTeresa Costa .................................. Coordinator of Finance and AdministrationPamela Brooks ......................... Sr. Admin. Assoc. for Policy Ser. /Search Ser.Terry DeMars ............................................... Admin. Assoc. for Policy ServiceMelissa Dickinson ............................. Admin. Assist. for Membership ServicesGail Heath ........................................ Admin. Assoc. for Government RelationsWilmarie Newton ........................................ Admin. Assoc. for Labor RelationsCorliss Ucci .................................. Receptionist/Asst. to the Executive Director

Lydia Tedone

2 The Journal – Connecticut Association of Boards of Education/November 2013

PRESIDENT COMMENTARY

CABE Board of Directors

Mission moments - past and present

Vision: CABE is passionate about strengtheningpublic education through high-performing,

transformative local school board/superintendentleadership teams that inspire success for each child.

Mission: To assist local and regional boards of educationin providing high quality education for all

Connecticut children through effective leadership.

The CABE Journal (ISSN 1092-1818) is published monthly excepta combined issue for July/August as a member service of theConnecticut Association of Boards of Education, 81 Wolcott HillRoad, Wethersfield, CT 06109, (860) 571-7446. CABE member-ship dues include $30 per person for each individual who receivesThe CABE Journal. The subscription rate for nonmembers is $75.Association membership dues include a subscription for eachboard member, superintendent, assistant superintendent and busi-ness manager. The companies and advertisements found in TheCABE Journal are not necessarily endorsed by CABE. “Periodi-cals Postage Paid at Hartford, CT.” POSTMASTER: Send addresschanges to 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

Lighthouse II is coming soonNicholas D. CarusoSr. Staff Associate for Field Servicesand Coordinator of Technology, CABE

“Before you are a leader, success is all aboutgrowing yourself. When you become a leader,

success is all about growing others.”– Jack Welch

Lighthouse is a training program, presentedby CABE with the help of SDE, based on alandmark study by the Iowa School BoardsFoundation. The study looked at the effective-ness of boards of education related to improv-ing student achievement.

The research clearly showed that if boards ofeducation do the right work, systemic improve-ments in student achievement are accomplish-

The CABE Journal. Sixteen years ago, I made adecision to run for my local BOE, because publiceducation matters to me in my community. Two yearsago, I made a commitment to myself and you - makeevery opportunity to become a more visible, influentialand effective leader in public education.

My journey has taken me from local to state tonational areas. These pathways were fostered byexamining my role as a school board member and moreimportantly, my involvement with CABE. I travel withpride, representing our state association.

Pursuit of excellence – our districts seek this in ourschools and CABE does the same for us. By developingour leadership skills, preparing us for stronger advocacyroles, by engaging its members to restore support inConnecticut’s schools. CABE’S “tool kit” is alwaysavailable.

We have strengthened our relationship with the CTState Legislature, our Congressional Delegation, theGovernor’s office, Commissioner Stefan Pryor and theState Department of Education through our advocacyefforts, partnerships and coalition efforts. We havevoyaged through uncharted territory with educationreform, developed greater visibility with NationalSchool Board Association while continuing thegrassroots focus of local board governance and develop-ment.

Challenges and opportunities will continue to faceour districts in future. As board members, we continuewith our commitment to learning environments that

produce student out-comes and as advocatesfor the continuousimprovement in deliver-ing a world classeducation for ourstudents, families andcommunities.

As my term asPresident comes to aclose, I am naturallyreflecting on thechallenges and accom-plishments of these twoyears. It has been aprivilege to work withthe staff at CABE andwith my colleagues on the Board of Directors. I amalways impressed with the quality of work that theorganization does with the resources it has.

I am also gratified by the solid reputation that CABEhas developed as a state wide leadership association inhelping to charter the future course of education in CT.Best teachers can inspire the love of learning among theirstudents. As board members we have not only responsi-bilities, but unique opportunities to foster and create thatsuccess for our children.

This work is a calling. For me a passion. And thoughI will now be Past President, I intend to stay devoted toCABE’S goals and to work for their attainment.

ed. Lighthouse training helpsboards and administrationunderstand the roles, condi-tions and beliefs that need toexist, and help them to achievetheir goals. If your board isinterested in Lighthouse train-ing, contact Nick Caruso,Senior Staff Associate for FieldService/Coordinator of Tech-nology([email protected]) forfurther information.

Hot Topic: Decking the Schools’s Halls:A Legal Update on Religion in the Schools

Tuesday, November 26, 2013 • 9:00 - 11:00 am

Rovins Conference Room, CABETopics to be discussed:

Religious and holiday displays; holiday classroom activities;responsibilities of local and regional boards of education; and Constitutional issues

For more information or to register go to: www.cabe.org/page.cfm?p=110

Robert Rader

EXECUTIVE DIRECTOR COMMENTARY

The Journal – Connecticut Association of Boards of Education/November 2013 3

The Common Core:YOU need to explain it

CABE AffiliateMembers

BUSINESS AFFILIATESDIAMOND MEMBER

Finalsite

GOLD MEMBERSAdvanced Corporate Networking

dba. Digital BackOfficeBerchem, Moses & Devlin

Centris GroupGuidance Counselorsfor Senior TeachersPullman & Comley

Shipman & GoodwinSiegel, O'Connor,

O’Donnell & Beck, P.C

SILVER MEMBERSAnthem Blue Cross and Blue Shield

Corporate Cost ControlMilone & MacBroom, Inc.

Quisenberry Arcari ArchitectsThe Segal Company

BRONZE PLUS MEMBERSBrown & Brown Insurance

Friar AssociatesGoldstein & Peck, P.C.

Lindburg & RippleO & G Industries

The S/L/A/M CollaborativeTrane

Whitsons School Nutrition

BRONZE MEMBERSChinni & Meuser LLC

Dattco Inc.Fuller & D’Angelo

Architects and PlannersKainen, Escalera & McHale, P.C.

The Lexington GroupMuschell & Simoncelli

Ovations Benefits Group

EDUCATIONALAFFILIATES

American School for the DeafArea Cooperative Educational Services

Capitol Region Education CouncilThe College Board

Connecticut Association of SchoolBusiness Officials

Connecticut Center for School ChangeConnecticut School Buildings

and Grounds AssociationCooperative Educational Services

EASTCONNEDUCATION CONNECTION

LEARNUnified School District #1

I hope that by now I need not tell youhow important the changes in ourstandards and assessments brought aboutby the new Common Core State Stan-dards (CCSS) and its testing regimen willbe. I hope that you have had discussionson the effect of the changes on yourdistrict and teaching and learning for allof your students.

CABE, thanks to a grant from theState Department of Education and inconjunction with the Connecticut Councilfor EducationReform and the GEFoundation held aworkshop on theCommon Core lastApril with manyattendees. OurCABE Journalshave had manyarticles on thesubject and mediaalso has focused onthe subject. Thenew Standards havebeen adopted in 45states and Connecti-cut is part of theSmarter BalancedConsortium as wework on this newsubject and testingmatter.

And, we haveprovided materialfor our members ina media in whichyou asked to getmore informationlast year in a survey:it is now in underour Professional Development bar at thetop of our website (www.cabe.org).

The new curriculum and assessmentsare aimed at ensuring that our studentswill be better prepared for the future. Itentails such changes to how students aretaught, when they learn various subjects,how deeply subjects are examined andhow students’ knowledge and ability touse what they have learned.

Besides the obvious implications forteaching and learning, here’s anotherimportant reason why it is so importantfor board members and superintendentsto have a good understanding of whatCCSS is all about: it will have repercus-sions that go far beyond what is currentlyhappening in all of your communities.

Let me give you an example of thisalready happening. New York State usedthe CCSS field test this past spring.Since all districts in New York (andConnecticut) will be moving in thedirection of using CCSS, the decisionmakes a lot of sense and, I know, thatreasoning applies to many districts in

Connecticut as well.What was the result? New York City

students were found to be less proficientthan they had been on State tests. Thirtypercent less proficient! And, otherdistricts suffered from similarly disheart-ening results.

Now, this is not particularly surprising.As CCSS is just getting implemented,there is an expectation that student scoreswill decrease. CCSS, with its deeper,factual focus and its coverage of fewer

media over the last few months. Westrongly urge you to read through it,discuss it in public board meetings and

workshops,share it withyour communityand otherwisepublicize whatCCSS is allabout and whythat first year ofCCSS testingwill probablyhave the resultsI mentioned.And, rememberthat the firstyear is thebaseline andthat scoresshould improveas faculty andstudents becomemore adjustedto the newsystem.Nationally,

anti-CommonCore groupshave beenpushing backagainst the new

system. Some believe this is a sign of toomuch federal intrusion into education, butthe truth is that this was a movement ledby the National Governors’ Associationand the Council of Chief State SchoolOfficers. The Federal Department ofEducation is certainly supportive of themove to the Common Core.

So, when you get the question aboutwhether we should keep funding educa-tion at the current levels, what will youranswer be? My hope is that in a jargon-less explanation, you can let the publicand the media know that scores droppedbecause of a whole new teaching andtesting regimen, aimed at helping ourstudents be prepared for the competitiveworld in which we live.

And, that you can explain how CCSSdiffers from what has gone before.

Note: On Friday afternoon one of theworkshops at the CABE/CAPSS Confer-ence is: Common Core, RTI, and Educa-tor Effectiveness: Impediments toLearning or Roadmap to Success?

Some Quick Thoughts When Speaking on CommonCore to kick start your conversations:

• The Common Core State Standards (CCSS) were the work of theNational Governors Association and the Chief State SchoolOfficers Association. While there was encouragement by theFederal Department of Education, it was not a federalgovernment initiative.

• They provide fewer, but higher and clearer standards—comparable across states.

• They are aimed at preparing our children to: succeed in ourglobal economy and society; apply knowledge and actively solveproblems; and better focus on high level skills.

• The two subject areas now being implemented are EnglishLanguage Arts and Mathematics. Other areas will follow.

• The “Smarter Balanced Assessment System” is the next-generation of tests required under Common Core forConnecticut. They are aligned to the Common Core Standards.

• Districts across the State (and nation) are now implementingCCSS and the Smarter Balanced tests.

subject areas is something new – espe-cially for the high school seniors whowent through a system based on statestandards.

But, when those results start hitting inConnecticut (and let’s hope that the scoresare actually better than in New York City),we can expect howls from those whobelieve we are already spending too muchon education in our State… and in yourcommunity. “Why”, they will ask,“should we continue to fund our schools atthe current levels when scores are drop-ping?”

Luckily, SDE is aware of this issue.Deputy Director and General CounselPatrice McCarthy and I have had severaldiscussions with Chief Academic OfficerDianna Roberge-Wentzell about howcritical it is that educators, includingschool board members, understand thelikely results of that first wave of results.

Dianna and others at SDE have beenworking on a toolkit to provide informa-tion on CCSS for board members, schoolfaculty, members of the public and the


CABE and Baldwin Media:Partners in Managing Communications

The Media Messagefrom Ann Baldwin, Baldwin Media Marketing, LLC

Effective communicationsis part of the equation

Why is it that every day, in almostevery traditional or social media outlet,that public education seems to beunder attack? That’s because, in myopinion, it is an easy target for taxpay-ers, special interest groups and othersand the unfortunate reality is that mightbe your fault.

External communication needs toincrease and, not until fairly recently,have educators learned how to effec-tively communicate, especially when itcomes to the news media. Most schooladministrators and school boards that Ihave worked with over the years inconjunction with CABE, will tell youthat most of their knowledge comesfrom “on the job” training; in otherwords, real scenarios involving anunexpected microphone stuck in theirface, or a reporter on the other end ofthe phone because they somehow gotyour direct cell number.

Regardless of what your experi-ences have been with the media – goodor bad – I have said it before and I willsay it again – the media is part of theequation. Effective public relationscan actually help school districts reachdecisions and function more effectivelyby contributing to mutual understand-ing about groups, individuals andtaxpayers.

How many times have you heard

Patrice A. McCarthy spoke at the Arizona School Boards Association Law ConferenceOpening General Session. The 650 attendees heard a panel presentation on SchoolEmergencies - Preparation, Response and Recovery which also included Dean Pickett, pastCOSA Chairman; Psychologist Joel Dvoskin; School Resource Officer Kevin Quinn; andArizona School Boards Association Executive Director Tim Ogle.

“Not So Fast: Parenting Your Teenthrough the Dangers of Driving” pro-vides research based information onexplanations of why teen driving is sodangerous, and specific steps that parentscan take to reduce the risks their teensface. The author, Tim Hollister, anattorney at Shipman and Goodwin, hasbecome a nationally recognized experton this issue following the tragic death ofhis son Reid.

The book, which is not a “How toTeach Your Teen to Drive” manual, isdesigned to help parents understand therisks of teen driving and help parentsmake informed decisions about whether,when and how their teens should beallowed to drive.

Attorney Hollister cites research on

Patrice A. McCarthyDeputy Director and General Counsel, CABE

Book Review

Not So Fasthow brain development affects driving.Hollister notes that “in the last ten yearsor so, science has pretty well shown thatthe human brain is not fully developeduntil we reach about ages 22 through 25.The last part of the brain that develops isthe part that provides judgment andrestraint.” He also cites experts whoindicate it takes three to five years ofexperience to become familiar andcomfortable with the multitude ofsituations drivers encounter.

In the United States, 3 million teensobtain their licenses each year, 400,000suffer injuries, and 6,000 die. Too manyof us have lost family members or friendsto such tragedies.

“Not So Fast” will be available forpurchase in the Conference bookstore atthe CABE/CAPSS Conference.

CABE-MeetingCABE-Meeting is a user-friendly, web-based servicespecifically designed to assist the board, superintendentand central office staff in preparing for and running boardof education meetings.

An exciting feature designed for use by committees, inaddtion to boards of education, was recently added toCABE-Meeting. Now all your board work andcommittee information is conveniently located in oneplace!

“CABE-Meeting enables Board Members toaccess their meeting documents at least threedays earlier than packets mailed to their homes.Members are literally ‘on the same page’ duringmeetings and attachments are easily accessed.It’s a dream for administration and real leap inproductivity for the board.”

Jim Witkins, Chair,Region 18 Board of Education

For more information, or to schedule a demonstrationfor your board, call Lisa Steimer at800-317-0033 or 860-571-7446

or email [email protected]

this from your constituents: “We wantcommunications and transparency!” Ihave seen it first hand; in fact, schoolboards are often criticized for notcommunicating with the public. But,think because no one was at your lastschool board meeting that no one waspaying attention! If people don’tknow, they will usually create theirown version of what happened, or whatthey heard happened, and the results ofthat are usually not good.

The challenge is that in order toeffectively communicate, districts haveto anticipate, analyze and interpretpublic opinion, attitudes and issues.Sometimes that can be a daunting task,and you may need to call in addedprofessional resources to assist you.

School districts have a duty toeducate and inform residents which, inturn, fosters the public awareness,understanding and support for thedistrict and its strategic initiatives.

There is another benefit to whyeffective communication needs to bepart of the equation; if residents areinformed, this improves and protectsthe district’s reputation as being worthyof the public’s investment, buildsinternal morale, and creates an atmo-sphere that shines a bright light oneducation.

See You in Court – The Nutmeg Board of Education

The Nutmeg Boards deals with a FOIA issue and the new high school reformsThomas 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 Educationand much, much more

The 7th edition is now available from CABE.Call and order your copy TODAY at 860.571.7446 or 800.317.0033

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.

Polly Planner was newly elected to theNutmeg Board of Education this year. Anengineer by occupation, Polly was eagerto impose some order on the NutmegPublic Schools. At her very first meeting,Polly started waving her hand when theBoard got to New Business, and she didnot stop until Mr. Chairperson recognizedher.

“Mr. Chairperson, my fellow boardmembers and beloved Nutmeggers. I amhonored to serve on this Board of Educa-tion. But I must tell you that we are woe-fully unprepared for high school reform.We need to take action now, and I movethat I serve as the chair of an ad hoc com-mittee to implement all statutory obliga-tions related to establishing new expecta-tions for our high school students . . . .”

Veteran Board member Bob Bombastwas not impressed with his new col-league, and he interrupted her. “Just hold

on, Polly. When is all this supposed tohappen?”

“2020,” Polly responded. “But theseobligations will be upon us before youknow it. We need to get on top of thisnow and start planning.”

Bob snorted, “2020? I think we hadbetter worry about the Cadillac Tax underObamacare before we worry about highschool reform.”

However, Polly did not back down.“Mr. Chairperson,” she chided, “there is amotion on the floor, and I do expect theBoard to act on it.”

Mr. Chairperson was not used to beingchallenged publicly, but rather thanengage in a public squabble with this newBoard member, he asked for a second. Tohis surprise, Penny Pincher seconded themotion, and she and Mal Content spokeenthusiastically about Polly’s proposal.Mal even amended the motion to namehim and Penny the other members of thead hoc committee. Clearly there had beensome behind-the-scenes discussionwithout involving him, and Mr. Chairper-son was further perturbed. But whenPenny, Polly and Mal were done talkingup Polly’s idea, he had to call the vote,and the motion passed 3 to 2, with himand Bob voting against.

Polly thanked the Board for its sup-port, and she announced that the first

meeting of the ad hoc committee wouldbe at her house next week. The first fewmeetings, she explained, would be infor-mal and private as she reviewed her ideaswith Mal and Penny. “When we have adraft of our plan, we will open the discus-sion up to the public and invite the rest ofthe Board and the public to comment onit.”

Mr. Chairman moved on with theagenda, but at the very end of the meet-ing, he announced that he was adding anew agenda item for executive session,“Discussion concerning the performanceof a board member.” The public portionof the meeting ended on an uncertain noteas Mr. Chairman asked for a motion to gointo executive session for that purpose,which passed unanimously.

The room was just cleared when Mr.Chairperson started in. “How dare you?”he confronted Polly. “You can’t just

spring surprises, you know! If you wantsomething on the agenda, you have to tellme in advance. Got it?”

Polly was shocked at Mr. Chair-person’s outburst. But before she couldeven respond, Mr. Chairperson laced intoher again. “And another thing! I don’twant you cooking up deals behind myback. Got it? This meeting is over.”With that, Mr. Chairperson got up andstormed out.

What did Polly do wrong here?

Polly may be forgiven her enthusiasmfor Board service, but both she and Mr.Chairperson must learn about the Free-dom of Information Act. Polly raised amatter that was not on the agenda for themeeting, and the Board then acted on thatmatter in violation of the Freedom ofInformation Act.

To be sure, the FOIA permits publicagencies to add items to the agenda, butonly under certain circumstances. Specif-ically, items can be added to the agendaonly at a regular meeting and only with atwo-thirds vote in favor of adding theitem. Polly’s ad hoc proposal for an adhoc committee violated these require-ments, as did Mr. Chairperson’s ad hocexecutive session (also not on the agenda)to scold Polly.

Moreover, Mr. Chairperson shouldhave notified Polly before the executivesession. As the subject of the discussion,Polly could require that the Board holdany such discussion about her perfor-mance in open session.

Polly must also understand that com-mittees of public agencies are themselvespublic agencies under the FOIA, and theyare subject to all FOIA requirements,including posting, minutes and publicaccess. Polly’s plan to exclude the publicfrom informal committee meetings at her

house violated the FOIA.Interestingly, Polly’s discussions with

Mal and Penny did not violate the FOIA.If a quorum of the Board were to discussBoard business outside of a posted meet-ing, it would be an illegal meeting.

However, less than a quorum cancertainly discuss Board business withouttriggering the “meeting” requirements aslong as they do not coordinate the sharingof such information with a quorum of theBoard.

Finally, this is a good time to reviewwhere we are with high school reform. In2010, the General Assembly passed edu-cational reform legislation that includedcomprehensive changes to the require-ments for high school graduation. PublicAct 10-111, Section 16.

Those changes were to be effectivewith the high school class graduating in2018, and would thus have been appli-

“ ‘shall provide adequate student support and reme-dial services for students beginning in grade seven,’and the statute prescribes what support and remedialservices must be provided, including ‘allowing stu-dents to retake courses in summer school or throughan on-line course.’ ”

cable to the class entering high schoolnext fall. However, Public Act 11-135pushed these dates back, and now all ofthese new requirements will be effectivefor the high school class entering in thefall of 2016 and graduating in 2020.

This delay was welcome in somequarters, because the new requirementsfor high school graduation are daunting.The new requirements include twenty-fivecredits (instead of the current twenty), andthere are detailed provisions as to whatspecific credits are required.

The new standards will change therequirement from three credits in math-ematics and two credits in science, forexample, to “eight credits in science,technology, engineering and mathemat-ics,” with detailed specification of thecourse credits that will be required.Clearly, significant planning will berequired to meet these new requirements.

Finally, while these credit require-ments will first directly affect studentsentering high school in 2016, the future isnow as regards remedial services.

Connecticut General Statutes, Section10-221a provides that boards of education“shall provide adequate student supportand remedial services for students begin-ning in grade seven,” and the statute pre-scribes what support and remedial ser-vices must be provided, including “allow-ing students to retake courses in summerschool or through an on-line course.”

Given that the first affected cohort willenter seventh grade next fall, Polly has agood point, and districts should start theirplanning now.

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.


Ten common myths of school board service

(continued from page 7)Find out what your association has to

offer in terms of professional develop-ment. If others on your board are the onesresistant to training, report out what youhave learned and lead by example. Asksomeone to go with you the next time andtell them: We need to model continuousimprovement for our teachers and staff.Your board meeting packets are anotherarea that needs to be read and understood.If you’re not doing your homework, itslows things down at the meeting.

Myth #7: I have all the newideas!

New board members do provide freshblood and a new sense of purpose fordistrict work. But, please, be respectful ofexperience that your veteran boardmembers provide. School districts have acollective history just as do communities.An orientation program that includes acomponent of district history (facilities,redistricting, busing, etc.) can help informnew board members so they can get up tospeed.

Myth #8: School staff can say“No” to my requests.

Often staff members are intimidated by

board members. Be sure to use the chainof command for any requests, or you riskputting staff in an awkward position. Theymay think they could lose their job if theydon’t comply with your request.

Remember, it’s not your job to directday-to-day operations. The authorityconferred on you by being a boardmember rests with the board as sevenmembers sit to deliberate and vote. As anindividual, outside of the meeting room, aboard member does not have authority.

Myth #9: School board ser-vice is my full-time job.

It may seem like that sometimes —especially at budget time. But you need tofind that often delicate balance betweenyour board/district life and your personal/family/professional life.

If you find yourself operating athelicopter level with policies that directadministration, you need to step back andstart working at the board level. Revisitinformation you might have receivedregarding your role as a school boardmember!

Myth #10: I’m the only one“in it” for the kids.

Give your fellow board members thebenefit of the doubt. In their way, they are“in it” for the kids, too. Each of us may

express that in a different way.When we ask board members, they

have plenty of “myths” of their own,including:

• We can do whatever we wantregardless of the law.

• Being on the board will give me thepower to change … .

• Best of intentions aren’t alwaysvisible.

• It’s gonna be easy!• I can advocate for my child.• The community is going to support

the board.• Coming to a training conference is

a vacation!Reprinted with permission from the

Illinois Association of School Boards.The article appeared in The IllinoisSchool Board Journal, March/April2013.

CABE President Lydia Tedone, Chairof the Simsbury Board of Education,has been elected as a Northeast Repre-sentative on the National SchoolBoards Association (NSBA) Nominat-ing Committee.

Peoplein the News

WEST

HAV

EN

NEWLO

NDON

WATERFORD

GROTONEAST

LYME

OLD

LYME

LYMECHESTER

DEEP

ESSEX

OLD

SAYBROOKWEST

BROOKCLINTON

KILLING-

WORTHMADISON

GUILFORD

NORTH

BRAN-

BRANFORDEAST H

AVEN

NEW HAVEN

ORANGE

MILFORD

ST

RA

TF

OR

D

SHELTON

TRUMBULL

BRIDGE-

PORT

FAIRFIELD

WESTON

EASTON

REDDING

MONROE

WILTON

WEST-

PORT

NORWALK

DARIEN

NEW

CANAAN

STAMFORD

GREENWICH

RIDGE-

FIELD

DANBURY

BETHEL

NEWTOWN

NEW

FAIRFIELDBROOK-

FIELD

SOUTHBURY

BRIDGE-

WATER

NEW MILFORD

SH

ER

MAN

ROXBURY WOODBURY

WASHINGTON

BETHLEHEM

KENT

WARRENLITCHFIELD

MORRIS

SHARON GOSHEN

NORFOLK

CANAAN

NORTH

CANAAN

SALISBURY

COLEBROOK

WINCHESTER

HARTLAND

BARKHAMSTED

TORRINGTON

NEW

HARTFORD

HARWINTONBURLINGTON

BRISTOL

PLYMOUTH

THOMAS-TON

WATERTOWN

WOLCOTT SOUTHINGTON

WATERBURY

MIDDLE-

BURY

OXFORD

BEACON

FALLS

SEYMOUR

NAUGATUCK

PROSPECT

CHESHIRE

BETHANY

HAMDEN

NORTH

HAVENWOOD-

BRIDGE

WALLINGFORD

MERIDEN

ANSONIADERBY

BERLIN

PLAIN-

VILLE

NEW

BRITAIN

NEWING-

TON

ROCKY

HILL

CROMWELL

WETHERS-

FIELD

FARMINGTON

AVONWEST

HARTFORD HART-

FORD

EAST

HARTFORD

CANTON

SIMSBURY

BLOOMFIELD

WINDSOR

GRANBYEAST

GRANBY WINDSOR

SUFFIELD ENFIELD

SOMERS STAFFORD

EAST

WINDSOR

ELLINGTON

TOLLAND

SOUTH

WINDSOR

VERNON

COVENTRY

BO

LTO

N

MANCHESTER

ANDOVER

COLUMBIA

HEBRON

GLASTONBURY

MARL-

BOROUGH

COLCHESTEREAST

HAMPTON

PORTLAND

MIDDLETOWN

MIDDLE-

FIELD

DURHAM

HADDAM

EAST

HADDAM

SALEM

MONTVILLE

BOZRAHNORWICH

FRANKLIN

LEBANON

WINDHAM SCOT-

LAND

SPRAGUE

MANSFIELD

CHAPLIN HAMPTON

WILLING-

TON

ASHFORDEAST-

FORD

UNION

WOODSTOCK

THOMPSON

PUTNAM

POMFRET

KILLINGLY

BROOKLYN

CANTERBURY

PLAINFIELD

STE

RLIN

G

GRISWOLD

VOLUN-

TOWNLIS

BO

N

PRESTON

NORTH

STONINGTON

LEDYARD

STONINGTON

The red dots indicates the 43 districts whosent at least one candidate toCABE’s So You Want To Be A BoardMember workshops.

CORNWALL

The red dots indicate the 43 districts whosent at least one candidate to

CABE’s So You Want To Be A BoardMember workshops.

Mark your Calendar

New BoardMember andLeadershipConference

December 10, 20139:30 - am - 7:25 pm

SheratonSouth Hotel,

Rocky Hill

Registration informationwas mailed out the

end of October.


Vincent A. Mustaro, Senior Staff Associate for Policy Service, CABE

The Policy Corner

Policy direction recommended regarding electronic cigarettesAn item that is becoming popular as

an alternative to smoking is called theelectronic cigarette or e-cigarette. It isan electronic vapor cigarette. Thedevice is used by both adults andstudents. It is touted as being healthierthan a cigarette because it does notcontain tobacco. However, they docontain nicotine and represent anotherway of delivering nicotine to its user.The device is smokeless and as a resultdoes not create secondhand smokeissues, but is still believed by some tobe harmful to the user.

E-cigarettes are described as batteryoperated devices that look likecigarettes with a light-emitting diodeinside them that warms the cartridgewhich is soaked with nicotine. Thelight vaporizes the nicotine, which isthen inhaled by the user. Flavors suchas chocolate, strawberry, cherry andmint can be added to the cartridge. Thedevices do not emit smoke.

Last year the U.S. Food and DrugAdministration tried to ban the sale ofe-cigarettes, saying they had not beenproven as a safe alternative to smok-ing. A federal court overruled theagency. Studies in the U.S. and Britainhave shown e-cigarettes to be espe-cially effective in helping smokers giveup the real thing, since, unlike gum orpatches, they satisfy the smokers oralfixation as well as deliver nicotine.

However, they are being targeted injurisdictions across the country asgovernment agencies say their health risksare unknown and they could be a “gate-way drug” for minors to start smokingactual cigarettes.

Connecticut General Statute 19a-342provides the basis for banning smoking onschool grounds. This statute defines“smoking” as lighting or carrying alighted cigarette, cigar, pipe or similardevice. It is unclear whether e-cigaretteswould come under the term “similardevice” considering the fact that theelectronic cigarette is not lighted.

E-cigarettes, being battery–operateddevices that look like cigarettes and pullvapors from nicotine-soaked replaceablecartridges do not contain tobacco,therefore current policies that ban tobaccoand tobacco products on school groundsprobably do not apply. It is necessary toamend the policies that prohibit smokingby students and staff on school grounds,in school buses and at school–relatedactivities by including an expandeddefinition of smoking, tobacco andtobacco products to cover this issue. Abill pertaining to this issue was introducedin the 2013 session of the GeneralAssembly. It proposed an amendment toC.G.S. 19a-342 to change the definition of“smoke” or “smoking” to include “anelectronic nicotine delivery system.”While not approved, this proposed

legislation provides the basis for anexpanded definition to be utilized inpolicies prohibiting smoking. Throughpolicy language, a board of education canprohibit these devices.

Language which can be added topolicies which prohibit smoking in schoolbuildings, on school grounds, in schoolbuses and at school activities is asfollows:

Tobacco includes, but is not limitedto cigarettes, cigars, snuff, smokingtobacco, smokeless tobacco, nicotine,nicotine delivering devices, chemi-cals, or devices that produce the sameflavor or physical effect of nicotinesubstances; and any other tobacco ornicotine innovations.

Another revision which provides for abroader exclusion is the following:

For purposes of this policy, “use oftobacco” shall mean all uses of to-bacco, including but is not limitedto, cigarettes, cigars, snuff, blunts,bidis, pipes, chewing tobacco, or anyother substance that contains to-bacco or nicotine, and all other formsof smokeless tobacco, rolling papersand any other items containing orreasonably resembling tobacco ortobacco products. In order to protectstudents and staff, the board prohib-its the use of tobacco or nicotine-based products in school buildings,

on school grounds, in school ve-hicles, or at any school-relatedevent.

The policies impacted by this issueinclude policy #1331, “Smoke FreeEnvironment,” policy ##4118.231/4218.231, “Drug and Alcohol Use andPossession (Personnel),” and policy##5131.6, “Alcohol, Drugs andTobacco.”

The expansion of the prohibitionscontained in these policies to includeelectronic cigarettes and nicotinedelivering devices is not currentlynecessitated by statute. It is a localdecision. CABE’s policy service,however, recommends such expansion.An article in a recent edition of TIMEdetailed the rapid growth in the use ofthese devices, by students, as well asadults. The concern is that nicotine isaddictive and the potential harmfuleffects of these devices, while their useis increasing, are not fully known.

The future of public education and school boardsExecutive Director Robert Rader has beenworking with other state school boardsassociations’ Executive Directors onwhere public education and/or boards ofeducation will be in 15 years from now.Many issues have been discussed andBob, together with Conference KeynoteSpeaker Anne Bryant will discuss some ofthese issues at the Trends Workshop onFriday morning at the CABE/CAPSSConference.

Community schools focusedIn 2028, America will have seen the

full range of impacts from the greatestrecession since the Great Depression.Rebuilding the middle class will requiresharp focus and partnership at thecommunity level, and must includepurposeful partnerships at the schoollevel. As the hub of activities affectingyouth, community school efforts willmake available a variety of services toboth students and families. Programs suchas English as a second language coursesfor parents, healthcare and social services,

and additional learning and recreationalopportunities for students will supportacademic achievement and local growth.

Technology focusedIn 2028, public education will be

considering ways in which to diversifyand expand the teaching and learningexperience for each teacher and eachstudent to include technology. Teacherswill have the flexibility to teach using amultitude of technologies that serve eachstudent at his or her level and provide realtime feedback to teachers on studentlearning. It is not that technology will runthe schools, but teachers. Teachers willtake on a new role guiding studentsthrough a combination of exploratoryactivities, technology based remediationand relevant assessment.– Carole Clifford, ProfessionalDevelopment Coordinator, AFT CT

We are all familiar with the oft-quotedAfrican proverb: “It takes an entire

village to educate a child.” Fifteen yearsfrom now that proverb will have as muchrelevance and resonance as it has todaywhen it comes to public education.

The enormous pace of change will notlessen, so we need to redouble our effortsto connect schools with communities—making schools the true anchors of ourcommunities. Parents, students, teachersand community members must exerciseresponsibility and show accountability incoordinated and collaborative ways if weare to succeed. These are efforts worthmaking to ensure high-quality publicschools in the years ahead.

– Sheila Cohen, CEA

While change doesn’t always result inprogress, there can be no progress withoutchange, and change is typically accompa-nied by controversy. I anticipate that 15years from now, we will still be involvedin passionate debate about what change isneeded to improve our educationalsystem, but we will have progressed from

where we are today. The learning experience for students

will be more personalized and thelearning environment more global. Assessment of progress will be moremastery-based. School systems will beorganized to make better use of re-sources. Evaluation systems will be morefocused on developing talent, usingstudent performance data as amajor indicator of adult effectiveness.

I think Boards of Education will bemore aware of current educational issueson the national, state and local levels andwill make decisions that are more“informed” than “political”. The momen-tum we have initiated most recently willcontinue; the steps forward may be smallin some areas, but we will make progress.

– Karissa Niehoff, CASCIAC


CABESearch Services

is recruiting for

SUPERINTENDENT OF SCHOOLS COLUMBIA PUBLIC SCHOOLS

NEWTOWN PUBLIC SCHOOLS

WATERTOWN PUBLIC SCHOOLS

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

For more information contact, CABE Search Services,860-539-7594

Jacqueline V. Jacoby, Senior Search ConsultantPaul Gagliarducci • Associate ConsultantMary Broderick - Associate Consultant

Bob King • Associate Consultant

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

Sandi Barry, Communications andMarketing Coordinator, Maryland Associationof Boards of EducationTerry McCabe, Associate ExecutiveDirector, Maine School Boards Association

Ten common myths of school board service

(left) Bernie Sullivan, former Chief of Police for the City of Hartford and Governor Malloyappointee to the Sandy Hook Advisory Committee; (right) Matthew Ritter, State Representa-tive; and (not pictured) Floyd Dugas, Berchem, Moses & Devlin, met with the ConnecticutSchool Attorneys Council to discuss legal issues related to school safety and security.

Each election year, citizens decide torun for their local school board and someapproach the job with preconceived ideasof what the job will be and what theywant to accomplish on the board. Amongthose ideas are some persistent myths thatveteran board members have learned arejust not true.

Myth #1: I can speak andwrite as a private citizenabout school issues.

Be very careful if you think you cancontinue to speak or write as a privatecitizen on school issues once you are aboard member. Even if you just sign aletter to the editor or an opinion piecewith your name and town address (usuallyrequired for publication) the news mediawill pick up on who you are.

Your district may have a policy thatoutlines who may speak for the board.Usually that is the board president, but itcan be a board member who has beendesignated because of expertise in acertain area. If you are saying anythingthat borders on slander of a staff member,you may be liable.

Myth #2: I can stay involvedwith school related groups.

You may think you’ll be a greatreference for them, but it may inhibitinteraction in the group. You’re not justone of them anymore: you’re a boardmember. Let them know you’ll advocatefor them, but you don’t want to do thework of staff.

This also can become an issue ofintimidation. Check with your boardpresident regarding any potential issues ofconflict.

When you’re a board member and aparent, however, your parent hat alwaysshould come first. There’s no reason youcan’t volunteer in your third-gradestudent’s classroom if you’ve always beenthe one to help with cutouts and copyingfor the teacher. Just be sensitive to largerissues and let someone else “carry thewater.”

Myth #3: No more 7-0 votes!I am here to “rock the boat!”

As long as they are reached indepen-dently, is there really anything wrong witha 7-0 vote? Of course not. Look at theprocess by which you reach a unanimousvote. Many boards have two or threereadings on policies before adoption,which is plenty of time to make sugges-tions and changes.

So how do you convey your reasoningbehind 7-0 votes? You can recap theprocess by which you reached yourdecision: “This item was vetted incommittee and this was the recommenda-tion.” Try to engage the vocal minorityvoices in your community to diffuse thepossibility of an issue “going viral” withmisinformation.

Also remember, even if the vote issplit, the board should stand together onthe decisions that are made for thedistrict.

Myth #4: I have a mandatefrom the voters!

We hear this often. A board memberhad support from a group to gain electionand then six months down the road a call

comes from the leader of that groupasking why the board member “hasn’tdone anything” regarding a specific issue.

It’s easy to be vocal during a contestedcampaign and often said that candidatescampaign in poetry but govern in prose.

Learn how to count. One member on aseven-person board is not a majority.Always do the math regarding the numberof calls received versus the number ofstudents affected by the issue. Your realmandate is to do what is best for all thechildren in the district.

Myth #5: As a former teacher(or other role) I know exactlyhow the school system oper-ates.

The learning curve for being a schoolboard member is more like a steep grade,especially when it comes to understandinglaws and finance.

Yes, you do bring an expertise to theboard that has value, but you need tounderstand what your new role is. Weknew a teacher/union president who ran

for the board in order to get the superin-tendent fired. That person finally let go ofthe issues that came with being a unionrepresentative when she realized what theboard was doing for children.

If you have difficulty understandingyour new role as a board member, talkwith your board president, superintendentor someone from your state school boardassociation to gain clarity.

Myth #6: I don’t need to reador attend training to under-stand the issues.

Continuous learning is important. Atone of our trainings, we met a womanwho had been on a school board for eightto 10 years — she was the epitome ofexperience. She relinquished her seat onthe board for a few years but missed it, soshe got re-elected. We saw her at a newboard member training session, and shesaid she knew she had more to learn andthat things can change quickly, especiallywith laws and finance.

See TEN COMMON page 8

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 providing opportunitiesfor members to learn howto better govern theirdistricts:

• Met with CAPSS’ representatives onschool district capacity issues.

• Met with the Hamden Board ofEducation on the superintendentsearch process.

• Met with East Haven Chair ThomasHennessey and SuperintendentPortia Bonner; Norwalk ChairMichael Lyons and SuperintendentManny Rivera; and Cromwell ChairMichael Camilleri and Superinten-dent Paula Taulty on CABE services,programs and activities.

• Met with staff in Coventry to reviewthe Minutes Feature of CABE-Meeting.

• Participated in Conference call withthe developers of CABE-Meeting.

• Presented a CABE-Meeting webinaron adding and deleting contacts.

• Met with CABE and CAPSS staffabout working with LEAD Connecti-cut on updating the CABE/CAPSSGovernance Statement and theCABE/CAPSS Success Strategies forLeadership Team Evaluation.

• Provided policy information to 43districts, three out-of-state schoolboard associations, one charterschool and one newspaper through 62answered requests for information orsample policies, on 50 topics.Further, districts continue to accessCABE’s online Core Policy Refer-ence Manual and/or online manualsposted by CABE for policy samples.The topics of greatest interestpertained to physical activity forstudents, student representatives onboards of education, graduationrequirements, pool safety, staffevaluation, and school securityissues.

➤ By representing Connecti-cut school boards on thestate or national level:

• Participated in state association

executive directors’ meeting, followedby Northeast Region Annual Confer-ence in New York.

• Presented a workshop on emergencymanagement planning in Toronto,Canada.

• Attended Connecticut Consortium ofEducation Foundations AnnualConference.

• Attended Special Education AdvisoryGroup meeting.

• Attended State Board of Educationmeeting.

• Participated in Uniform RegionalSchool Calender Task Force meeting.

• Attended NSBA Council of SchoolAttorneys Executive Committee andBoard of Directors meetings.

• Attended NSBA Council of SchoolAttorneys fall seminar.

• Attended meeting of the ChildEmergency Preparedness Committee.

• Attended meeting of the CAPSSTechnology Subcommittee.

➤ By helping school boardsto increase studentachievement

• Sent out two issues of Policy High-lights via email listserv coveringtopics that affect student achieve-ment. This included issues pertainingto impact of staff development onimplementation of the common corestate standards, key issues in publiceducation as revealed in the latestGallup Poll, school lunches, schooldisaster plans, Title IX and use ofpolicy manuals.

• Facilitated goal-setting retreats withthe New Haven Board of Education;the Stafford Board of Education; andthe Wethersfield Board of Educa-tion.

➤ By promotingpublic education:

• Sponsored and presented fourcandidates workshops, drawingcandidates from over 40 schooldistricts.

• Met with UConn Public PolicyCapstone Project students on workingon obstacles to more board engage-ment in advocacy efforts.

• Participated in meeting of Connecti-cut Coalition for Public Education.Topics included the federal shutdownand state educational concerns.

• Met with Commissioner Stefan Pryorand Area 2 Director and BloomfieldChair Donald Harris on mutualconcerns on diversity.

• Met with CEA representatives on thefuture of public education.

• Met with SERC staff who arepresenting a workshop for students atthe annual CABE/CAPSS Confer-ence.

• Attended Shipman & GoodwinEducation Law Seminar.

• Answered questions about the currentlegal issues facing boards of educa-tion. “HOT” topics this month were:Records retention schedules, boardmeeting minutes, executive searchcommittees, school activity funds,and expulsion for office campusconduct.

➤ By providing servicesto meet members needs:

• Attended Governor Dannel Malloy’spress conference on awarding grantsfor safety and security in our schools.

• Met with Morgan Barth, SDE’sDivision Director, Turnaround Officeon his new role and how it will impactschool districts.

• Met with Nancy Brennan of theNational Executive Service corps,which has done work for CABE in thepast.

• Entered into an agreement to do anew policy manual for Stratford’s.

• Completed as part of the CustomUpdate Service Packets of new and/orrevised policies for the districts ofAnsonia, Columbia, East Hampton,East Windsor, Franklin, GilbertSchool, Marlborough, NewFairfield, New Hartford,Newington, North Stonington, OldSaybrook, Oxford, Putnam, Region6, Stafford, Sterling, West Haven,Westbrook, and Windham.

• Completed the audit of the BoltonPolicy Manual.

• Currently working on audit of theMadison policy manual.

• Met with the Assistant Superintendentof the Wallingford Public Schools toreview the status of the developmentof a new policy manual.

• Met with the Ellington Board ofEducation Policy Committee.

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

• As part of the development of newpolicy manuals utilizing the CustomPolicy Service, materials wereprepared for Avon, Derby, Ellington,Griswold, Ridgefield, Stratford,and Union.

(continued from page 1)be helping us one more time.

We look forward to having David leadus in exploring how best to implement thebest idea you got at the Conference intothe important work your Board is doing.

CABE/CAPSS Conference registrationmaterials were mailed in early October,make sure you register! You don’t want tomiss this Conference!

David Nee tofacilitate Saturdaylunch general session


Action by the State Board of EducationSheila McKaySenior Staff Associatefor Government Relations, CABE

A new perspective on autism,that can change our view on educating all students

At the October meeting of the StateBoard of Education, the C.G.S. §10-4bcomplaint from the Winchester Board ofEducation was moved forward for investi-gation. Much of the discussion was aboutthe town’s role in this action and whytheinitial complaint cannot include thetown. Connecticut’s Educator PreparationAdvisory Council (EPAC) has been se-lected to work with the Chief State School

Officers on six principles for reform ofteacher preparation. This pilot programdoes involve financial resources. Theboard received this report and voted tosend a report of EPAC’s work to the leg-islature.

While the federal shutdown has sincebeen temporarily resolved, CommissionerPryor did inform the board of its effectson the State Department of Education.Thirty programs and 130 staff arefederally funded. It is approximately $44million a month.

The Freedom of Information Law:What You Need to Know and

School and Social Media:Students, Staff and Safety

CABE Senior StaffAttorney Kelly Moyherwelcomed everyone to theworkshops and gave anoverview of what wasgoing to be covered in theworkshop.

Attorney Mark Sommaruga,Pullman & Comley, sharedan overview of the Freedomof Information Act withparticipants.

Attorney Marsha Moses,Berchem, Moses &Devlin, spoke aboutensuring the safe use ofsocial media by studentsand staff.

Participants from25 districts, andtwo RegionalEducation ServiceCenters attendedthe workshop tolearn more aboutthe Freedom ofInformation Actand how to keepstudent and staffsafe on socialmedia.

(continued from page 1)gths can change their lives. Instead ofonly accommodating their deficits, theycan cultivate their dreams.”

Over the last year, I have spent timewith the Connecticut Association for theGifted (CAG). For many years, it has beenfocusing its work on helping childrenidentified as “gifted and talented”. But,over the last couple of years, they havebegun promoting a message that giftedpedagogy, traditionally focusing onchildren’s strengths, could benefit allstudents if properly used in general class-rooms.

CAPSS has also been working hard onthe concept of personalizing education.Rather than all students trying to learn at

the same rate, different characteristics ofevery student will inform faculty as tohow they best learn and how they shouldbe taught. Building on strengths will bepart of that new way of teaching andlearning.

Even amid the huge amount of workthat boards and their staffs are doing onCommon Core, it is critically importantthat, like CAG and CAPSS, all boardsbegin to examine whether there are waysin which your district can build more onstrengths. Not only will supportingstrengths help students do better inschool, it will also build their confidencein their own abilit-ies, a critical part of theequation as they prepare for the future.

cabe journal - november 2013

Documents