Vol. 19, No. 6 JUNE 2015 w w w . c a b e . o r g Connecticut Association of Boards of Education Inc. 81 Wolcott Hill Road Wethersfield, CT 06109-1242 Periodical Postage PAID Hartford, CT www.facebook.com/ConnecticutAssociationBoardsEducation Policy: Cardiac Arrest Awareness See You in Court PAGE 5 Working for YOU Personalized Learning View from the Capitol Patrice A. McCarthy Deputy Director/General Counsel, CABE See ANNOUNCES page 2 Welcome Summer! Spotlighting Best Practices that Lead and Inspire: 2015 CABE/CAPSS Convention Announces Friday morning speaker See VIEW page 2 PAGE 9 Lisa Steimer Senior Staff Associate for Professional Development, CABE The CABE/CAPSS Convention Committee is pleased to announce that Dr. Yong Zhao, a leading expert in education, will be the Convention Friday morning speaker. Yong Zhao currently serves as the Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he is also a Professor in the Department of Educational Measure- ment, Policy, and Leadership. He is also a professorial fellow at the Mitchell Institute for Health and Educa- tion Policy, Victoria University. His works focus on the implications of globalization and technology on education. He has published over 100 articles and 20 books, including Who’s Afraid of the Big Bad Dragon: Why China has the Best (and Worst) Education System in the World, Catching Up or Leading the Way: American Education in the Age of Globalization and World Class Learners: Educating Creative and Entrepreneurial Students. He is a recipient of the Early Career Award from the American Educational Research Association and was named one of the 2012 10 most influential people in educational technology by the Tech & Learn Magazine. He is an elected Wallingford Public Schools East Haven Program Title: Middle School STEM Competition Program Category: STEM Education Grade Levels: Middle School Program Description: The STEM competition is a culminating project-based learning experience by grade level, where teams of students are given a problem to solve, i.e., for 6 th grade “Quake and Shake” – students have to build a structure for stability and least mass to withstand an earthquake. 7 th grade – students have to build a boat for buoyancy, speed and distance. 8 th grade – students have to design a car that is built to travel distance. Program Contact Information: www.east-haven.k12.ct.us; Marie Pom- pano, Instructional Leader for Science [email protected]203-468-3259 Editor’s Note: CABE is very excited to continue its new series on “Best Practices that Lead and Inspire”. Please send us your Best Practices and they might be published in the CABE Journal. This month we are highlighting – University, where he also served as the founding director of the Center for Teach- ing and Technology, executive director of the Confucius Institute, as well as the US- China Center for Research on Educational Excellence. Zhao was born in China’s Sichuan Province. He received his B.A. in English Language Education from Sichuan Insti- tute of Foreign Languages in Chongqing, China in 1986. Dr. Yong Zhao fellow of the International Academy for Education. His latest book World Class Learners has won several awards including the Society of Professors of Education Book Award (2013), Association of Education Publish- ers’ (AEP) Judges’ Award and Distin- guished Achievement Award in Education Leadership (2013). Until December, 2010, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State PAGE 4 PAGE 10 By the time you read this final “View from the Capitol” for the 2015 Legislative Session, hopefully we will all have a clear view of the actions the Legislature has taken on key educa- tional issues, including: • state funding for public education • minimum budget requirement • pesticide application requirements • secondary school reform • special education issues
Transcript
Vol. 19, No. 6 JUNE 2015
w w w . c a b e . o r g
Connecticut Associationof Boards of Education Inc.81 Wolcott Hill RoadWethersfield, CT 06109-1242
Lisa SteimerSenior Staff Associatefor Professional Development, CABE
The CABE/CAPSS ConventionCommittee is pleased to announce thatDr. Yong Zhao, a leading expert ineducation, will be the Convention Fridaymorning speaker.
Yong Zhao currently serves as thePresidential Chair and Director of theInstitute for Global and Online Educationin the College of Education, University ofOregon, where he is also a Professor inthe Department of Educational Measure-ment, Policy, and Leadership.
He is also a professorial fellow at the
Mitchell Institute for Health and Educa-tion Policy, Victoria University. His worksfocus on the implications of globalizationand technology on education.
He has published over 100 articles and20 books, including Who’s Afraid of theBig Bad Dragon: Why China has the Best(and Worst) Education System in theWorld, Catching Up or Leading the Way:American Education in the Age ofGlobalization and World Class Learners:Educating Creative and EntrepreneurialStudents.
He is a recipient of the Early CareerAward from the American EducationalResearch Association and was named one
of the 201210 mostinfluentialpeople ineducationaltechnologyby the Tech& LearnMagazine.He is anelected
Wallingford Public Schools
East HavenProgram Title: Middle School STEM
Competition
Program Category: STEM Education
Grade Levels: Middle School
Program Description: The STEMcompetition is a culminating project-basedlearning experience by grade level, whereteams of students are given a problem tosolve, i.e., for 6th grade “Quake andShake” – students have to build a structurefor stability and least mass to withstand anearthquake. 7th grade – students have tobuild a boat for buoyancy, speed anddistance. 8th grade – students have todesign a car that is built to travel distance.
Program Contact Information:www.east-haven.k12.ct.us; Marie Pom-pano, Instructional Leader for [email protected]
Editor’s Note: CABE is very excited tocontinue its new series on “Best Practicesthat Lead and Inspire”. Please send usyour Best Practices and they might bepublished in the CABE Journal. Thismonth we are highlighting –
University, where he also served as thefounding director of the Center for Teach-ing and Technology, executive director ofthe Confucius Institute, as well as the US-China Center for Research on EducationalExcellence.
Zhao was born in China’s SichuanProvince. He received his B.A. in EnglishLanguage Education from Sichuan Insti-tute of Foreign Languages in Chongqing,China in 1986.
Dr. Yong Zhaofellow of theInternational Academy for Education. Hislatest book World Class Learners haswon several awards including the Societyof Professors of Education Book Award(2013), Association of Education Publish-ers’ (AEP) Judges’ Award and Distin-guished Achievement Award in EducationLeadership (2013).
Until December, 2010, Yong Zhao wasUniversity Distinguished Professor at theCollege of Education, Michigan State
PAGE 4 PAGE 10
By the time you read thisfinal “View from the Capitol”for the 2015 LegislativeSession, hopefully we willall have a clear view of theactions the Legislaturehas taken on key educa-tional issues, including:
• state funding forpublic education
• minimum budget requirement• pesticide application requirements• secondary school reform• special education issues
EXECUTIVE COMMITTEERichard Murray .................................................. President, KillinglyAnn Gruenberg ................................. First Vice President, HamptonRobert Mitchell ................ VP for Government Relations, MontvilleElaine Whitney ........... VP for Professional Development, WestportJohn Prins ......................................... Secretary/Treasurer, BranfordLydia Tedone ............................................ Immediate Past PresidentDonald Harris ........................................................ Member at Large
AREA DIRECTORSDaniel Gentile ......................................... Area 1 Director, PlymouthSusan Karp ................................... Area 2 Co-Director, GlastonburyDonald Harris ................................. Area 2 Co-Director, BloomfieldLaura Bush ................................................. Area 3 Director, VernonDouglas Smith ........................................ Area 4 Director, PlainfieldAndrea Veilleux ................................ Area 6 Co-Director, StratfordJennifer Dayton ............................. Area 6 Co-Director, GreenwichRoxane McKay ............................. Area 7 Co-Director, WallingfordJohn Prins ......................................... Area 7 Co-Director, BranfordLon Seidman .................................................Area 8 Director, EssexAndrea Ackerman ..................................... Area 9 Director, Groton
ASSOCIATESEileen Baker .............................................. Associate, Old SaybrookSharon Beloin-Saavedra .............................. Associate, New BritainGary Brochu .......................................................... Associate, BerlinRobert Guthrie .............................................. Associate, West HavenRobert Trefry ........... Associate, CT Technical High School System
COMMITTEE CHAIRSElizabeth Brown ......................... Chair, State Relations, WaterburyDonald Harris ......................... Chair, Federal Relations, BloomfieldBecky 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 ServiceGail Heath ........................................ Admin. Assoc. for Government RelationsWilmarie Newton ........................................ Admin. Assoc. for Labor RelationsDenise Roberts .................................... Admin. Asst. for Membership ServicesCorliss Ucci .................................. Receptionist/Asst. to the Executive Director
The CABE Journal (ISSN 1092-1818) is published monthly except acombined issue for July/August as a member service of the Connecti-cut Association of Boards of Education, 81 Wolcott Hill Road,Wethersfield, CT 06109, (860) 571-7446. CABE membership duesinclude $30 per person for each individual who receives The CABEJournal. The subscription rate for nonmembers is $75. Associationmembership dues include a subscription for each board member,superintendent, assistant superintendent and business manager. Thecompanies and advertisements found in The CABE Journal are notnecessarily endorsed by CABE. “Periodicals Postage Paid at Hartford,CT.” POSTMASTER: Send address changes 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
Richard Murray
2 The Journal – Connecticut Association of Boards of Education/June 2015
PRESIDENT COMMENTARY
CABE Board of Directors
Student interpersonal communications
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.
Announces Fridaymorning speaker(continued from page 1)After teaching English in China for six years, he came toLinfield College as a visiting scholar in 1992. He thenbegan his graduate studies at the University of Illinois at
Urbana-Champaign in 1993.He received his A.M. in
Education in 1994 andPh.D. in 1996. He joined thefaculty at MSU in 1996after working as the Lan-guage Center Coordinator atWillamette University and alanguage specialist atHamilton College.
Several of Dr. Zhao’sbooks will be available forpurchase in the Conventionbookstore. Dr. Zhao willparticipate in a book signingimmediately following hispresentation.
We look forward to Dr.Zhao joining us in Novem-ber!
I recently read a couple of interesting articles in TheNew York Times. The first one, in the Fashion & Stylesection, of all places, was about the idea that “youngpeople are spending so much time looking into screensthat they were losing the ability to read nonverbalcommunications and learn other skills necessary for one-on-one interactions”. This was according to Dr. CliffordNass, a communication professor and dorm supervisor atStanford University, who was actively researching thistrend before he unfortunately died on a hiking trip.
The Kaiser Family Foundation has estimated “mediause” for kids between the ages of 8 to 18 at more than7.5 hours a day. The Pew Research Center recentlyreleased a study that 25% of teenagers are online “almostconstantly”, and that “texting has become the primarymeans of communication for teenagers” outstrippingdirect human contact.
It would seem to me that school is the primary placefor kids to interact with each other and with adults. Ibelieve it is imperative for all adults from bus drivers toadministrators to model appropriate communicationskills. Public school staff should know students’ namesand initiate proper communication, i.e., eye contact andfirm handshakes.
Dr. Patricia Greenfield, Professor of Psychology atUCLA and the Director of the Children’s Digital MediaCenter in Los Angeles, and a colleague Yalda T. Uhlsperformed a study in 2012 where they invited 51preteens to spend five days at overnight camp. The camphad no electronic devices.
They were compared to a control group that wasfurnished with televisions, computers, and cell phones.All of the children took before and after tests that“required them to infer emotional states fromphotographs and videos. After five days without screens,the children at the camp were significantly better atreading nonverbal emotional cues”.
Interestingly, not everyone agrees. For example,Niobe Way, Professor of Applied Psychology at NewYork University, says that boys and girls are sensitiveand articulate about the feelings of others, “by lateadolescence however when they are spending more timeonline,” she said, “they’re basically told to keep thosefeelings to themselves.”
The other article was in the Education Life section ofThe New York Times and is an older piece about collegestudents, particularly freshmen, who have difficultyresolving conflicts. Housing officials at many colleges
say there is anincrease in thenumber ofstudents who“seem to lackthe will, andskill to addressordinaryroommateconflicts.” Tom Kane,Director ofHousing atAppalachianStateUniversity,says “that wehave studentsmad at each other and they text each other in the sameroom. So many of our roommate conflicts are becausekids don’t know how to negotiate a problem.” The goodnews is that most students improve as they work theirway toward graduation.
With the increasing use of technology in our schoolswe must be cognizant of our students interpersonalcommunications. Programs like “Capturing Kids’ Hearts”are terrific tools to improve communications and schoolclimates. Student led conflict resolution teams may helpkids as they move on to college and careers.
View fromthe Capitol(continued from page 1)
Remember: advocacy is a year round activity. Lookfor opportunities to engage your legislators, by invitingthem to a board meeting or school event, so they have anunderstanding of the successes and challenges in yourschools.
Robert Rader
EXECUTIVE DIRECTOR COMMENTARY
The Journal – Connecticut Association of Boards of Education/June 2015 3
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EDUCATIONALAFFILIATES
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EASTCONNEDUCATION CONNECTION
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As witnessed over the last few months,especially with the difficult budget battlesin the Legislature and Connecticut’s sloweconomic progress, there is much negativ-ity across the State. On the subject ofdesegregating our schools, however, de-spite obstacles, often financial, we havemade some remarkable progress.
In writing about Connecticut success,the UCLA Civil Rights Project stated that,across the country, desegregation hasstalled. “Following the Civil Rights re-volution of the 50s and 60s, there wasmajor, lasting progress in reducing thesegregation of black students, whichreached its low point in the late l980s.
For more than three decades since, thecountry has moved toward deeper segre-gation in all regions, for both AfricanAmerican and Latino students.”
Noted Professor and Co-Director ofthe UCLA Civil Rights Project GaryOrfield has spoken many times aboutintegration in Connecticut and was a wit-ness in the Sheff v O’Neill desegrationcase.
In releasing the study, Orfield statedthat the Project “is very happy today topoint to Connecticut’s success and tobring it to the attention of states that arebetting their future on doubly segregatedschools, where educators strugglingagainst such odds are often blamed for thefailings of a separate and unequalsociety.”
Reasons forConnecticut’s Success
Professor Orfield cited three reasonsfor Connecticut’s growth in efforts todesegregate:
• “Creative educators, under theprodding of civil rights lawyers anda series of court decisions, whohave created excellent schools thatnot only permit students to voluntar-ily cross… racial lines but are alsohighly popular with students andfamilies of all races”;
• A “path-making State SupremeCourt” decision (Sheff v O’Neill),which “recognized that racial segre-gation in [Hartford] schools violat-ed the state constitution…” TheCourt stated that segregation wasprimarily caused by “official schooldistrict boundaries, separatingchildren by race and poverty inways that could not be cured withinthe boundaries of individual munici-palities… that resulted in fragment-ed and separated school districts”;and
• “determined civil rights advocacy”.Orfield was probably referring tothe legal team that has pushed hardfor the State to meet agreed-upongoals for desegregation in a series
of settlement agreements.According to Orfield, what Connecti-
cut has done “shows a fundamentally dif-ferent, voluntary and educationally crea-tive approach that could become a tem-plate for the increasingly diverse multira-cial Northeast of the 21st Century.” TheProject has been focused on the North-east.
By the use of regional magnet schoolsand voluntary transfers (“Open Choice”),Hartford, New Haven and Bridgeport“have created possibilities for the studentsin what had been intensely segregated anddeeply impoverished central city schoolsystems.” The schools also draw fromsuburban schools who want to participatein “excellent and integrated schools ofchoice.”
As stated in the press release that wasdisseminated with the report, the research“does not conclude” that Connecticut haseliminated its racial issues, “as there arevery dra-matic edu-cationalgaps still tobe ad-dressed”.
However,the State “ismakingsignificantpro-gress,even as therest of theNortheast,and thecountry as awhole, areturning backward, toward deepeningracial separation and inequality”.
Orfield said that the “Nutmeg State is alighthouse for the region.”
From a CABE standpoint, we are, ofcourse, pleased to hear that we have maderecognizable progress in desegregatingschools in our biggest cities, according tothe UCLA Project. We have long advo-cated finding voluntary means to desegre-gate schools across Connecticut. OurDelegate Assembly – endorsed positionsencourage districts to enter into inter-district partnerships which create inte-grated educational excellence and pro-mote social, cultural, ethnic and racialexchange and interaction among diversegroups and that each child must haveequal access to effective free, publiceducation and to the services of well-educated and skillful teachers.
In addition, we have encouraged theState to “to address and solve the issuesof social and economic isolation in theareas of housing, transportation, employ-ment, access to health care and socialservices”.
We also encourage educational leadersto discuss the effort, including the largefinancial investment, Connecticut hasmade in desegregating our schools. Forexample, I discussed this specifically with
former Commissioner Mark McQuillanas he prepared our second application forRace to the Top. He included it, but, itwas not a major focus.
This is something we should be proudof – especially as other states have pull-ed back. It sets us apart – in a positiveway.
I know that sacrifices have been madeby manydistricts inlight of Statesettlementagreementswith theSheffplaintiffs.
Over theyears, therehave beenconcernsraised aboutmagnets andthe effect ofthese newschools on
existing districts – financial, in terms ofteachers leaving to work in the magnetsand good students leaving districts toattend them.
These concerns must be addressedsince those bringing them up are schoolboard members and superintendentsworking hard in these difficult times toensure their districts’ schools continuallyprovide a high-quality education, even asthey help in this important battle.
And, school boards should be creditedwith making this integration work – somewere taking students from the cities formany years before the Sheff decisioncame down – and have continued to makeOpen Choice a success.
If we believe, as was the U.S. SupremeCourt’s central finding in Brown v Boardof Education in 1954, that segregatedschools are “inherently unequal”, we mustcontinue to find ways to ensure that all ofour students have the opportunity toattend schools with those of differentraces and ethnic backgrounds.
For the Project’s press release and thefull report, see http:/civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/connecticut-school—moving-forward-as-the-north-east-retreats/orfield-ee-connecticut-school-integration-2015.pdf .
Connecticut “is the only state inthe Northeast that is going in apositive direction and it has cre-ated voluntary processes thathave clearly reduced severe seg-regation in a time devoid of na-tional leadership.”
(Page 6 of the UCLA report.)
4 The Journal – Connecticut Association of Boards of Education/June 2015
Policy implications: Cardiac Arrest Awareness
Vincent A. Mustaro, Senior Staff Associate for Policy Service, CABE
The Policy Corner
Legislation passed during last year’slegislative session will impact schooldistricts in the new school year. PublicAct 14-93, “An Act Concerning SuddenCardiac Arrest,” requires the State Boardof Education (SBE), for school yearsbeginning July 1, 2015 and in consulta-tion with specified organizations, includ-ing the Connecticut InterscholasticAthletic Conference (CIAC) and theDepartment of Public Health, to developor approve a sudden cardiac arrestawareness education program for use byboards of education. Sudden cardiacarrest occurs when the heart suddenly andunexpectedly stops beating.
The legislation requires coaches ofintramural and interscholastic athletics to:
1. obtain the written consent of astudent’s parent or legal guardianbefore allowing a student toparticipate in such athletic activi-ties;
2. annually review the sudden cardiacarrest awareness program beforebeginning their coaching assign-ments;
3. immediately remove from athleticactivities a student who shows thewarning signs of sudden cardiacarrest; and
4. bar such a student from resumingparticipation in athletic activitiesunless the student has receivedwritten clearance from a Connecti-cut-licensed doctor, physicianassistant, or advanced practiceregistered nurse.
The Act also immunizes coaches frompersonal and professional civil liabilityfor their actions or omissions concerningthe above requirements, except forgrossly negligent, reckless, or willfulmisconduct. The Act does not relieve
coaches oftheir dutiesor obliga-tions understate law,regulation, ora collectivebargainingagreement.The SBEmay revokethe permit ofa coach whofails toannuallyreview thesuddencardiac arrestawarenesseducationprogram prior to his/her commencing thecoaching assignment for the season.
Sudden CardiacArrest AwarenessEducation Program
The sudden cardiac arrest awarenesseducation program, required to bepublished on SBE’s website, must includethe:
1. warning signs and symptomsassociated with sudden cardiacarrest, including fainting, difficultybreathing, chest pain, dizziness, anabnormal racing heart rate, or othersymptoms;
2. risks associated with continuing toengage in intramural or interscho-lastic athletics after displaying thesesigns and symptoms;
3. means of obtaining proper medicaltreatment for someone suspected ofexperiencing sudden cardiac arrest;and
4. propermethods ofallowing astudent who hasexperiencedsudden cardiacarrest to return tointramural orinterscholasticathletics.
Intramural orinterscholasticathletics, asdefined in thelegislation,includes anyactivity spon-sored by aschool, localeducation
agency, or agency-sanctioned organizationinvolving an athletic contest, practice,scrimmage, competition, demonstration,display, or club activity.
Parental Consent FormIn addition, by July 1, 2015, the SBE is
required to develop and approve aninformed consent form on sudden cardiacarrest to distribute to parents/guardians ofstudents participating in intramural orinterscholastic athletics. The SBE must dothis in consultation with the same organi-zations with which it developed orapproved the program. The form mustinclude at least a summary of the programand applicable school board’s policies onsudden cardiac arrest.
Beginning July 1, 2015 and eachschool year afterwards, anyone who holdsor is issued an SBE coaching permit andwho coaches intramural or interscholasticathletics, must, before beginning his or hercoaching assignment for the season, giveeach participating student’s parent/legalguardian a copy of the consent form. Thecoach must obtain the signature of theparent or legal guardian acknowledgingthat the parent or legal guardian hasreceived the form and authorizes thestudent to participate.
Also, starting with the July 1, 2015school year, anyone who holds or is issuedan SBE coaching permit and who coachesintramural or interscholastic athletics mustannually review the sudden cardiac arrestawareness education program beforebeginning his or her coaching assignment.
Further, starting July 1, 2015, thecoach of any intramural or interscholasticathletics must immediately remove astudent participating in the athleticactivity when the student shows signs,
to order the FOIA book go to theCABE Online Bookstore at www.cabe.org/page.cfm?p=749
Available from The CABE Bookstore!
Understanding theConnecticut Freedom of
Information Actand
symptoms, or behaviors as described inthe program.
The coach cannot allow the student toresume participating until the studentreceives written clearance from a Con-necticut-licensed doctor, physicianassistant, or advanced practice registerednurse.
Automatic ExternalDefibrillators
C.G.S. 10-212d previously requiredschool boards to have at each school in itsjurisdiction, if funding is available, (1) anautomatic external defibrillator and (2)school staff trained in its use and incardiopulmonary resuscitation. The lawalso requires each school to developemergency action response plans forschool personnel to use in responding toindividuals experiencing sudden cardiacarrest or similar life-threatening emergen-cies (CGS § 10-212d).
Arrest Prevention,” pertains to this topic.However, please recall that the require-ments of this legislation become effectivewith the new school year beginning July1, 2015. The requirements pertaining tothe State Board of Education developmentof a sudden cardiac arrest awarenessprogram for use by local boards and thedevelopment of a uniform consent formmay possibly impact this original samplepolicy as the SBE promulgates thematerial as required by the statute.
Access to Public Meetings and Records- Fourth Edition
Written by:Mark J. Sommaruga, Esq.Pullman & Comley, LLC
arguments in the case of Thomas Arras v.Region 14 Board of Education on May19. The Region 14 Board of Educationwas represented by Attorney MarkSommaruga. Also attending the argu-ment were attorneys for the towns ofWoodbury and Bethlehem, as well asPatrice McCarthy on behalf of CABE asamicus curiae in the case.
Attorney Sommaruga urged the court touphold the Superior Court decision whichdeclared the school construction referen-dum valid, despite the failure of the townclerks to strictly comply with the statutorynotice requirements. A decision is expect-ed in the next several months.
Patrice A. McCarthyDeputy Director/General Counsel, CABE
See You in Court – The Nutmeg Board of Education
Did the Nutmeg Board follow proper procedures regarding homework policy?Thomas B. Mooney, Esq.Shipman & Goodwin
The Journal – Connecticut Association of Boards of Education/June 2015 5
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.
Last year, Mal Content ran for theNutmeg Board of Education on a plat-form of constituent service, with adver-tisements promising, “Tell me yourproblems, and I will find you solutions.”
Despite Mal’s grand promises, he wasnot elected. But to his good fortune, oneof the seated Board members took a jobout-of-state, and Mal was appointed to fillthe vacancy. Mal promptly began hisreelection campaign by creating aFacebook Page he named, “What’sWrong with the Nutmeg Public Schools?”
There, he invited the public to unbur-den themselves of any and all concerns.Furthermore, he promised all who writethat, upon request,he would keep theirnames confidential.
The responsefrom the public toMal’s Facebookpage wasunderwhelming.One parent postedon Mal’s wall thatthe cheerleaderoutfits are cheesy,and another parentcomplained to Malthat her taxes are toohigh.
But, interestingly,three differentparents sent Malmessages expressing their concern for the“excessive” amount of homework thatteachers assign. In each case, the parentscited concern for potential retaliation, andthey asked that Mal not share theiridentity with anyone.
Mal was delighted now to have anissue to champion. But first he wanted todo some research. Mal started by makingan impromptu visit to Nutmeg MemorialHigh School, where he popped in to seeMr. Principal. “So, what’s the deal withhomework,” he began the conversation.“What are the rules teachers must followin assigning homework?”
Mr. Principal was surprised by Mal’svisit and his question, but he didn’t wantto get on Mal’s bad side, so he answeredMal’s question. He explained that thereare no “rules” per se, but rather decisionsas to homework are left to the goodjudgment of each individual teacher.
Mal thanked Mr. Principal, and he thenpaid a similar visit to the principals ofMedian Middle School and AcornElementary School. In each case, he gotthe same story – that teachers exercisetheir professional judgment in decidingwhen to assign homework and how much.Mal was now ready for next Boardmeeting.
The Eighth Edition is here!!
A Practical Guide toConnecticut School Law
by Thomas B. Mooney, Esq.Shipman & Goodwin
The Eighth Edition was substantially rewritten to reflect statutorychanges, significant case law developments in state and federalcourts. Some of the numerous legal developments and update are asfollows:
• School Safety and Security • Bullying Law • Teacher Evaluation and Support• Teacher Tenure Act • New Requirements for Professional Development• Budget Issues • Prohibitions on Electronic Notifications of Referenda
• Minimum Budget Requirements • FMLA for Paraprofessionals• Child Abuse and Neglect Reporting Requirements
• Uniform Regional School Calendars • Excusal • Student Assessments• Pool Safety • Concussion Prevention and Education• Sudden Cardiac Arrest Prevention and Education
• Administration and Storage of Epinephrine • Excused Absences• Student Free Speech • Employee Free Speech
Order your copy TODAY by going to the CABE website:www.cabe.org/page.cfm?p=749
The Guide comes with a CD which provides hyperlinksto many cases and statutes and will permitord searches as a supplement to the Index.
Mal bided his time as the Boardworked through its agenda, but as themeeting neared its close, he piped up.“Mr. Chairman, I have an additional itemfor the Board’s consideration. Afterexhaustive research, I have determinedthat our teachers are adrift, lackingimportant guidance regarding the amountof homework. I am therefore asking theBoard to adopt a policy to limit theassignment of homework to five minuteseach day at the elementary school, fifteenminutes each day at the middle school andthirty minutes each day at the highschool.”
Veteran Board member Bob Bombastwas intrigued by the opportunity to adopta new policy, and he started pepperingMal with questions. Through thosequestions and answers, Mal and Bobfilled in many of the details.
Mal then moved that the Board adopthis proposed policy, as amended throughthe discussion, and Bob seconded themotion with alacrity. Mr. Chairperson,however, ruled that Mal’s motion was out
of order, and hesuggested that Malpresent his “brightidea” at the nextmeeting of the BoardPolicy Committee.
Was Mr.Chairperson’s rulingcorrect?
Mal’s motion wasout of order, and Mr.Chairperson’s rulingwas correct. More-over, Mal’s approachto this issue waswrong from start tofinish. At the outset,we note that the issue
of homework can be an appropriate topicfor Board policy judgments. As policymakers, school board members shouldstay out of operational issues, and itappears that Mal does not understand hisrole as a Board member.
However, board members serve animportant oversight role, and in that rolethey adopt policies to regulate the affairsof the school district. In fulfilling thatresponsibility, board members listen toparents, and when a concern comes uprepeatedly, it is proper to considerwhether the board of education shouldadopt a policy to address that concern.
Moreover, by statute, boards ofeducation are required to adopt a numberof policies. CABE has a policy servicethat can provide helpful guidance in thisregard, and that service is described here:http://www.cabe.org/page.cfm?p=143.
It was thus appropriate for Mal tobring forward a concern to the Board ofEducation over whether the Board shouldadopt a policy on homework. Theproblem was how he did so. Here, Malerred by operating on his own and raisingthe issue without giving the Boardadvance notice. Many boards of educa-tion delegate the first-level discussion to
committees, and Mal should have broughthis concern to the policy committee inNutmeg before coming to the full boardwith his “bright idea.”
In addition, Mal’s actions violated theFreedom of Information Act. Under theFOIA, the agenda for meetings of publicagencies must fairly apprise the public ofthe business to be transacted.
Moreover, the definition of “meeting”under the FOIA provides that a meetingoccurs whenever a quorum of a mult-member public agency gathers to “todiscuss or act upon a matter over whichthe public agency has supervision,control, jurisdiction or advisory power.”
However, Mal’s policy proposal wasnot on the agenda, and as soon as Mal andBob started discussing the issue, theyviolated the FOIA. Then, by making amotion that the Board adopt his newproposed homework policy, Mal justmade the problem worse. New items canbe added to the agenda only at regularmeetings and then only by a two-thirdsvote.
Mal’s Facebook page also raises legalconcerns. Given his free speech rightsunder the First Amendment, Mal certainlyhas the right to have a Facebook pagerelated to his service on the Board ofEducation.
As a practical matter, however, Malshould make clear that the page inquestion is his own page, which is not
sponsored or approved by the Boarditself. Moreover, Mal should be awarethat records, electronic or otherwise, thatrelate to his Facebook page are publicrecords.
Mal is a public official, and recordscreated, received or maintained by apublic office are public records if theyrelate “to the conduct of the public’sbusiness.” Conn. Gen. Stat. Section 1-200(5).
Mal should also be careful aboutmaking promises that he cannot keep.Mal has informed people who may writeto or post on his Facebook page that hewill keep their identity confidential, butthat may not be possible. Citizen queriesor comments on Mal’s Facebook pagethat relate to the Nutmeg Public Schoolsare subject to public disclosure unlessthere is a privilege to keep such mattersconfidential.
To be sure, the identity of parents whowrite to school officials about theirchildren is confidential under FERPA as a“student record.” But other communica-tions to Mal (or other Board members)are public records unless they are other-wise exempt from disclosure.
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.
“As policy makers,school board membersshould stay out of op-erational issues . . . .board members servean important oversightrole, and in that rolethey adopt policies toregulate the affairs ofthe school district.”
6 The Journal – Connecticut Association of Boards of Education/June 2015
The Connecticut Consortium of Educa-tion Foundations (CTCEF) will present itsfifteenth annual conference for educationfoundations, “The Power of EducationFoundations: A Strong Foundation forVibrant Schools and Communities,” onTuesday, September 29, from 8:00 a.m. to2:00 p.m. at the Crowne Plaza CromwellHotel.
William Brown, Director, Eli WhitneyMuseum, will be the keynote speaker.His topic will be, “Education Foundationsas ‘Vision Capitalists’.” Bill asks, “Whatif the role of education foundations intheir communities is identical to the workof venture capitalists in our economy?”He will discuss how small, local invest-ments in educators and focused experi-ments in our schools incubate innovationsand growth that invigorate a schoolsystem’s mission.
Bill will also present a conferenceworkshop on “The Power of Pluralism.”He says, “A school system that measuresitself by its college graduation rate mayface a success rate of one in three. Ourcommunities need more than that. Are
there ways to reframe the perception ofvocational training? Remember, as weconfront the consequences of globalwarming, vocational jobs will be on thefront line of saving civilization. Founda-tions that give the trades a voice will alsowin their financial support.”
Weston Superintendent ColleenPalmer will moderate a panel of super-intendents who will discuss “Keeping theBoundaries Clear.” In times of fiscalpressures, we should resist the temptationto supplant local budgets in favor ofadding value with foundation support. Inother words, foundations should beempowering bright ideas rather thankeeping the lights on.
Other workshops will cover uniqueevents, keeping up with the latest tech-nology changes for education foundations,and applying different approaches tofundraising to appeal to different genera-tions.
CTCEF will present its annual Foun-dation Celebration Award during lunch.Luncheon Discussion Groups will cover avariety of topics.
Many school superintendents andboard of education members have beeninstrumental in introducing the concept ofeducation foundations to their towns and
continue to work closely with the founda-tions after they are formed. CTCEFencourages superintendents and board ofeducation members from all towns toattend the conference with members oftheir communities.
CTCEF is a statewide non-profit or-ganization whose mission is to facilitatethe creation, growth, and effectiveness ofeducation foundations in Connecticut.CTCEF encourages education foundationsto share and collaborate with each otherand with other community-based organi-zations.
Our philosophy is based on the provenprinciple that community engagement is akey factor in improving schools and thatlocal education foundations can play alead role.
CTCEF is the only organization thatfocuses on bringing the 90 Connecticuteducation foundations together with localschool districts, caring communities, andeach other.
Save September 29 for the conference.Watch your mail for the conference bro-chure in mid-August or visit our Web siteat www.ctcef.org and click on Events/Annual Conference. For more informa-tion, contact CTCEF President, LizStokes, at 203-227-9323.
CABE-Meeting is a user-friendly onlineservice offered by CABE specifically forschool boards. Users can eliminate unnec-essary paperwork, increase efficiency andreduce costs while enabling board membersto utilize the latest in cutting edge technol-ogy. Using CABE-Meeting, the MeetingManager can create an electronic meetingfrom developing the agenda to creating theminutes and everything in between.
CABE-Meeting Offer?• Secure login access for board and dis-
trict staff• Access from any location with Internet
access• Search archived agenda and meeting re-
lated items in a flash.• Ability to download and print attach-
ments• Option to provide a public link to board
meeting information
Your Subscription Provides:• Access to CABE-Meeting• Initial and ongoing training• Support and maintenance• Upgrades to the service
The Journal – Connecticut Association of Boards of Education/June 2015 7
8 The Journal – Connecticut Association of Boards of Education/June 2015
The Journal – Connecticut Association of Boards of Education/June 2015 9
Most educators, parents, community leaders, andstudents are deeply concerned about what schooling hasbecome. There is a clear disconnect between the chal-lenges of today’s world and the traditional school model.
Personalized learning is a way to address theseconcerns by deeply engaging students in meaningful,authentic, and rigorous challenges. Personalized learninggives students increasing voice and choice in the creationof learning tasks; it provides timely feedback andopportunity to take action; and it provides time and spaceto share their work with a wide range of audience.
At its core, personalized learning places its faith instudents’ ability to unearth what is important, meaning-ful, and relevant in their world.
The evolution to personalized learning is an adaptivechange; it’s hard, it’s disruptive, and it createsuncertainty. These deep and transformative changesrequire leaders, teachers, students and policy makers toexamine and oftentimes abandon deeply held beliefs inorder to reframe the role of the teacher and the student,the nature of what is to be learned, and the way in whichit will be learned.
As opposed to technical change, which can beachieved with relatively simple alterations to existingpractice, adaptive change takes place in situations wherethere are no readily available answers that tell us what todo and how to do it (Heifetz and Linsky, 2002). Thisoften creates conflict and uncertainty, but also can be thesource of new and transformative solutions.
Given that personalized learning represents a signifi-cant departure from established practice, a clear andcompelling vision that communicates the urgency and the“why” of personalized learning can provide teachers witha reason to invest the time and effort that is needed tolearn the content and undergo the pedagogical shifts thatpersonalized learning demands.
In order to create this type of learning environment,teachers will need to learn new ways to design learningexperiences, attend to individual student interests andneeds, connect students to authentic audiences andopportunities, and track individual progress. We recog-nize that as we evolve toward more and more sophisti-cated ways of sharing the learning process with students,there are no manuals, guides, or “how-to” texts that tellus how to accomplish this change.
In essence, personalized learning pushes our thinkingabout virtually every aspect of schooling as we know it.
How Can Board MembersPromote Personalized Learningin Their School Districts?
Building the case for Personalized Learning is a jointresponsibility of the Board and district teachers andleaders. As Boards strategically move toward implement-ing Personalized Learning, there are a few key first stepsthey might take to ensure the school community under-stands and supports this significant shift in schooling.Focusing on the “why” as well as the “what” ofPersonalized Learning
1. Use the power of stories to communicate the“why.” Stories can capture the hearts and minds ofthe school community; they have the power tomake a significant and difficult change feel worththe investment. Sharing stories that illustrate the
Diane UllmanSenior Director, District Management CouncilAllison ZmudaEducation Consultant, Competent Classroom
Vision and Challenge of Personalized Learningvision of personalized learning is an effective wayto clarify and create a sense of urgency. Enliststudents to tell their stories about most importantlessons they’ve learned in school, what problemsand ideas they want to pursue (and perhaps theyare already pursuing), and what it takes to becomereally masterful at something.
2. Take the time to engage stakeholders in under-standing what it is you are trying to do. Questionsfrom all stakeholders (teachers, students, parents,and community members) arise because they donot understand what teaching and student learningwill look like in a district where PersonalizedLearning prevails. Boards can push for clarityabout how school will be different for students as aresult of this change(for example, variedsuccess measures ofacademic and growthoutcomes, exhibitionsof student work,flexibility in time). Asleaders work withstakeholders toarticulate whatpersonalized learningis and why it is soimportant, the visionbecomes the NorthStar for the difficult journey ahead.
For more information and ideas on personalizedlearning, pick up Learning Personalized: The evolutionof the contemporary classroom (Jossey Bass, 2015).
Editor’s Note: This was one of the many worthyworkshop proposals that could not be accepted by theConvention Committee due to a limited number of slots.Those presenters who were turned down were offeredthe opportunity to write for the CABE Journal. CAPSS,CABE and CAS also published,“A Look to the Future:Personalized Learning in Connecticut”.
CABE and Baldwin Media: Partners in Managing Communications
The dynamics of how we communi-cate are changing drastically, espe-cially among Boards of Education,their administrators and staff. There-fore, the role of effective internalcommunication seems to be taking ona greater significance. The questionsof: what do we communicate, towhom, and when seem to be the bigquestions these days.
I am seeing more and more media“crisis” situations that are being spark-ed as a result of bad internal communi-cation. For example; hypothetically,there is an on-going student/teacherissue, financial problem, or parentalconcern that some administrators areaware of, but the board and the Super-intendent aren’t made aware until after
The Media Messagefrom Ann Baldwin, Baldwin Media Marketing, LLC
The role of strong internal communicationsit hits the media!
Perhaps those who knew, thought thatthey could handle the situation on theirown? However, when a situation like thishappens and it is revealed that only ahandful of people knew what was goingon, and the public perception is that itwasn’t handled properly, it rocks thecredibility and the reputation of the entireschool district. Situations like this canalso take on a life of their own and end upcosting more than one’s reputation.
“Transparency” is a big buzz wordthese days. It is what every communitysays they want from their school district,so when a situation arises in which it isappears as if there hasn’t been “transpar-ency” in communication, that’s whenwhat could have been a short-term issue
can take on a life of its own and the pricetag for that can skyrocket.
For example, does the internal commu-nication issue lead to Freedom of Infor-mation (FOI) requests, which can becostly and time consuming? Does it meanthat lawyers will need to be involved orthat an internal investigation has to belaunched? All of these add up to time andmoney.
The other cost to consider is thedamage that can be done as a result ofnegative press surrounding an issue, muchof which could have been avoided if theright people had just communicatedinformation to the chain of command in atimely matter.
Lack of communication can also resultin more employee and community anxiety
and stress within the school district andultimately have an effect on morale.
Meanwhile, internal and externalaudiences are bombarded with mes-sages and often times misinformationfrom the media, students, parents, etc.
The bottom line is that too often inmany situations where bad communica-tion is to blame, much of this couldhave been avoided.
The bottom line in my professionalopinion is to always err on the side ofcaution. Try to communicate sensitivesituations in person as opposed to e-mails, which can be subject to an FOIrequest. Plan for the worst and hopefor the best.
10 The Journal – Connecticut Association of Boards of Education/June 2015
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 representing Connecti-cut school boards on thestate or national level:
• Hosted meeting of State Departmentof Education’s Birth to Grade 3Leaders.
• Met with consultants from the CapitolRegion Education Council (CREC) onits Executive Director search.
• Participated in CAPSS’s NextEd 2development meeting.
• Met with representatives of Legisla-tive Investigations office on increas-ing efficiency of school districts.
• Participated in meeting of the Big 6Partnership (CABE, CAPSS, CAS,CBIA, CCER, ConCAN) on fundingof public education.
• Participated in State Department ofEducation’s Family Engagement Con-ference planning meeting.
• Attended Leadership Greater Hart-ford’s Lessons in Leadership pro-gram.
• Attended meetings of the CAPSSTechnology Committee and Board ofDirectors.
• Attended CREC Council meetings.• Participated in planning for NSBA
Council of School Attorneys fallseminar.
• Attended Connecticut Coalition forJustice in Education Funding SteeringCommittee meeting.
• Participated in New England Associa-tion of Schools and Colleges accredi-tation visit to St. George’s School,Switzerland.
• Attended State Department ofEducation Early Childhood Confer-ence.
• Participated in Connecticut JumpstartCommittee meeting.
➤ By providing servicesto meet members needs:
• Helped a member board of educationcommunicate with all state legislators.
• Met with Guidance Counselors forSenior Teachers (helping districtssave money). The company is a
CABE Gold Business Affiliate.• Participated in State Department of
Education workshop on hiring teach-ers of color.
• Facilitated Thomaston Board ofEdu-cation workshop on strengthen-ing board effectiveness.
• Met with East Lyme Chair TimHagen and Superintendent JeffNewton on CABE services, programsand activities.
• Facilitated three strategic planningworkgroup sessions with the Colum-bia Board of Education.
• Facilitated Tri-board meeting withthe North Stonington Board ofEducation, Board of Selectmen andBoard of Finance.
• Completed an audit of the policymanual of the New London PublicSchools.
• Entered into agreements with thePlymouth and new Canaan PublicSchools to develop a new manual forthe district.
• As follow-ups to previously com-pleted audits, agreements were reach-ed with Portland and Region #14 tocorrect the deficiencies found in theexisting manuals.
• Completed the placement of Oxford’spolicy manual online utilizing theCops Online Policy Service(C.O.P.S.)
• Activated new enhancements toC.O.P.S. for subscribing districts.
➤ By providing opportuni-ties for members to learnhow to better govern theirdistricts:
• Attended Hartford Foundation forPublic Giving workshop on strength-ening nonprofit boards (much alsoapplies to boards of education).
• Facilitated Leadership Institutesession.
• Provided policy information to 40districts, one attorney, and four out-of-state school boards associationsthrough 67 answered requests forinformation or sample policies, on59 topics. Further, districts continueto access CABE’s online Core PolicyReference Manual and/or onlinemanuals posted by CABE for policysamples. The topics of greatest in-terest included cyberbullying, har-assment, graduation requirements,bullying, physical education, andconcussions.
➤ By ensuring membersreceive the most up-to-date communications:
• Interviewed new Commissioner ofEducation Dianna R. Wentzell for
For an update or more information on vacanciesgo to our website: www.cabe.org
is recruiting forKillingly Public Schools
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Preston Public SchoolsBusiness Manager
CCCCConsultonsultonsultonsultonsultananananants: Marts: Marts: Marts: Marts: Mary Bry Bry Bry Bry Brodeodeodeodeoderrrrriiiiiccccckkkkk, E, E, E, E, Eddddd.D.D.D.D.D.....ananananand Pd Pd Pd Pd Paaaaaul Gaul Gaul Gaul Gaul Gagligligligligliararararardududududucccccccccci, Ei, Ei, Ei, Ei, Eddddd.D.D.D.D.D.....
For more information contact, CABE Search Services,860-539-7594
Mary Broderick, Senior Search ConsultantPaul Gagliarducci, Associate Consultant
Jacqueline V. Jacoby, Senior Search ConsultantBob King, Associate Consultant
the CABE Journal. The interview willappear in the July/August Journal.
• Participated in several teleconfer-ences regarding a possible app for theCABE/CAPSS Convention.
• As part of the development of newpolicy manuals utilizing the CustomPolicy Service, materials wereprepared for Cromwell, Ellington,Griswold, Newtown, North Haven,Region #14, Stratford, andWethersfield.
• As part of the Custom Update Ser-vice policy materials were sent toAnsonia, Columbia, East Hampton,Eat Windsor, Franklin, Gil-bertSchool, Marlborough, NewFairfield, New Hartford, Newing-ton, North Stonington, Putnam,Region #6, Sterling, West Haven,Westbrook and Windham.
• Provided webinar on proposedAppropriations Committee budget.
➤ By helping school boardsto increase studentachievement:
• Facilitated training for ManchesterPublic Schools’ Waddell ElementarySchool Governance Council.
• Participated in Lighthouse trainingfor the Winchester Board of Educa-tion.
• Sent out two issues of Policy High-lights via email listserv coveringtopics that affect student achieve-ment. This included use of e-cigarettes, recess and punishment,education and the reporting of sexualabuse, use of social media bysecondary students, school climateand student achievement.
➤ By promotingpublic education:
• Attended CASBO Vendor Dayrepresented CABE and the servicesprovided.
The Journal – Connecticut Association of Boards of Education/June 2015 11
12 The Journal – Connecticut Association of Boards of Education/June 2015
