Friday, November 16, 2018
10:45 am - 12:05 pm – Workshop Session A
A1 The Policy Implications of Recent Legislative Action (HPBAS, I, DEE, SGWB)
Board policies continue to be influenced by recent state and federal legislative action. It is important and necessary to learn how local district policy has been impacted, especially by the actions of the 2018 Connecticut General Assembly and federal initiatives. There are numerous areas in which new or revised policy language is required or recommended. A foundational overview of the new legislation will be presented, focusing on policy implications and actions for boards of education to consider.
Vincent Mustaro, Sr. Staff Associate for Policy Services, CABE
A2 Designing Our Districts With the End In Mind: Leveraging a Portrait of the Graduate (HPBAS, I, DEE, SGWB)
“Form follows function” is a fundamental principle of architecture and design, but it also applies to educational organizations. When districts create vivid and aspirational profiles of future graduating students, they clarify the function of public education and are able to make sure that the district is aligned in form. We will explain the logic behind the “Portrait of the Graduate” work led by CAPSS, supported by the CT Center for School Change and sponsored by the Nellie Mae Education Foundation. This workshop will have a brief panel followed by an interactive exercise where participants will identify and discuss those competencies, skills, and dispositions most critical for life success in the 21st century, and conclude with a Q & A session.
Fran Rabinowitz, Executive Director, CAPSS
Isobel Stevenson, Program Coordinator, Connecticut Center for School Change
Richard Lemons, Executive Director, Connecticut Center for School Change
A3 Emotional Intelligence and Board Governance –Strategies and Leadership Practices to Enhance Board Member Effectiveness and District Outcomes
Social and Emotional Learning (SEL) is not just another initiative. Core SEL skills such as emotional intelligence drive effective leadership, teaching, and learning. The skills also weave into the fabric of the way in which a district functions, including its board of education. This workshop will address how school board members can use the skills and strategies of emotional intelligence to become more effective leaders, including:
Maintaining civil and constructive discourse among board members, especially when debating contentious issues
Managing conflict and board member untoward behavior
Ensuring a well-functioning board/superintendent relationship
Understanding the impact emotions have on decision-making in the boardroom
Using data to understand the level of engagement of your district’s employees and understanding the relationship between engagement and district success
Supporting district-wide implementation of evidence-based approaches to social and emotional learning (SEL)
Marc Brackett, Founding Director, Yale Center for Emotional Intelligence
Scott Levy, Executive Director, Yale Center for Emotional Intelligence
A4 Legislative Issues (HPBAS, I, DEE, SGWB)
With a new Governor and new Education Committee leadership, what will the key issues be and how will CABE priorities be received? Join us as we discuss budgets, mandates, and the few task forces- specifically special education, fingerprinting, and the vetoed bill – Classroom safety and Disruptive Behavior.
Patrice McCarthy, Deputy Director and General Counsel, CABE
Sheila McKay, Sr. Staff Associate for Government Relations, CABE
A5 Revisiting School Safety: Renewed Cooperation for Safer Schools (SGWB)
The threat of school violence continues to occupy the forefront of K-12 educational law and policy making. Recent tragedies have again reignited discussions regarding school security, including the role of school resource officers (SRO) and renewed innovation in cooperation between school officials and first responders. The presentation panelists will include attorneys from Berchem Moses PC's educational law department, a Connecticut schools superintendent and a Connecticut law enforcement representative. We will begin with a discussion of the role that SROs play as the first line of defense in school security. Panelists will then discuss options for added cooperation between school districts and local law enforcement such as through the sharing of live video surveillance at school sites during emergency situations. Attendees will learn the benefits and possible legal pitfalls of sharing information with law enforcement and how to develop appropriate measures for added cooperation between schools and law enforcement.
Eric Barba, Attorney, Berchem Moses, PC
A6 Responding to Allegations of Child Abuse in Schools: Do’s and Don’ts for Boards of Education and Superintendents (HPBAS, SGWB)
Failure to fulfill the legal obligation of school staff as mandated reporters can cause lasting damage to the careers and reputations of both educators and school districts. This session is designed for board members and superintendents to provide awareness on legal requirements as well as suggestions to properly handle allegations of child abuse, including allegations against staff members. It will also include common pitfalls and illustrative case examples. The presenters represent a variety of disciplines to highlight collaborative strategies and practices schools and investigators can use to protect children and satisfy legal mandates.
Elizabeth C. Leaming, Senior Assistant State's Attorney, Rockville State's Attorney's Office
Joseph P. Macary, Ed.D. Superintendent of Schools Vernon Public Schools
Lieutenant William Meier, Vernon Police Department
Lisa Daymonde, Director of DCF Careline, Connecticut Department of Children and Families
Zoe Stout, Connecticut Department of Children and Families - Legal Division
A7 Understanding the Connecticut Freedom of Information Act and Access to Public Meeting and Records (HPBAS)
The Freedom of Information Act (FOIA) contains open meetings and public records requirements, along with numerous exceptions. Unfortunately, the FOIA has been misconstrued, especially with the advent of new technologies and in light of the public's (and media's) interest in a school board's work. This workshop should serve to provide further guidance to board members and school administrators seeking to navigate the maze of edicts and exceptions associated with the FOIA, along with updates on the FOIA from interesting cases.
Mark Sommaruga, Attorney, Pullman & Comley
Thomas Hennick, Public Information Officer, Connecticut Freedom of Information Commission
A8 Meeting with the State Board of Education (HPBAS, I, DEE, SGWB)
Take advantage of this opportunity to meet with members of the State Board of Education and the Commissioner of Education! We encourage you to share your views on issues of concern to you, your Board and your community, and to ask about the State Board's priorities for 2018-2019. The format will be as informal as group size permits. Topics covered will be determined by your questions.
Dianna R. Wentzell, Commissioner, Connecticut State Department of Education
Members of the Connecticut State Board of Education
2:05 - 3:20 pm – Workshop Session B
B1 Roles and Responsibilities of Board Members and Superintendents (HPBAS, I, DEE, SGWB)
Connecticut's educational leaders recognize the power and potential to improve teaching and learning in our public schools through cooperative, purposeful and professional working relationships between superintendents and boards of education. At a time when public education is under tremendous pressure from reform initiatives, tight budgets and other community concerns, it is critical that this relationship be very strong. This workshop will communicate CABE's and CAPSS' views on the nature and expectations for Superintendent and Board working relationships.
Robert Rader, Executive Director, CABE
Fran Rabinowitz, Executive Director, CAPSS
Robert Mitchell, President, CABE
Colleen Palmer, President, CAPSS
B2 Increase Capacity Through a Design Thinking and LEAN Approach (HPBAS, I, DEE)
Combining LEAN philosophy and design thinking, participants will learn a LEAN Mindset is characterized by learning to increase the effectiveness of a process. Through examples, participants will leave ready to apply these strategies to increase organizational effectiveness in these challenging economic times.
Salvatore Menzo, Superintendent, Wallingford Public Schools
Dominic Barone, Business Manager, Wallingford Public Schools
Karen Veilleux, IT Director, Wallingford Public Schools
B3 Unlearning Bias and Building Community (DEE, SGWB)
This workshop shares how NCCJ Bridges and NCCJ ANYTOWN programs work with middle and high school students, teachers and staff to explore the origins and effects of prejudice, stereotypes and bias. Participants will learn skills to decrease harassment and increase value inclusion and the celebration of diversity and community by developing a prejudice-free generation.
Kitty Tyrol, Director of Youth Programs, National Conference for Community and Justice
Michael Vidal, Youth Programs Educator, National Conference for Community and Justice
Trenda Loftin, Youth Programs Educator, National Conference for Community and Justice
B4 Collaborative Governance and Community Engagement - Powerful Strategies for School District Reform - Case Study: The Hartford Public Schools 2017-2018 (HPBAS)
The panel will identify and discuss the key strategies that framed and now guide Hartford's District Model of Excellence. There will be a specific focus on the work to elevate collaborative Board Governance and the work to engage the entire community as key strategies for district improvement.
Robert Villanova, Panel Facilitator, Connecticut Center for School Change
Leslie Torres-Rodriguez, Superintendent, Hartford Public Schools
Craig Stallings, Board Chair, Hartford Public Schools
Tiffany Glanville, Vice Chair, Hartford Public Schools
Donald Harris, Chairman, Bloomfield Board of Education
B5 The PreK-3rd Grade Continuum - Leaders Matter To Ensure Successful Pathways to High School Graduation (HPBAS, I, DEE, SGWB)
Participants will be engaged in essential learnings related to policy considerations and the urgency of a coherent district/school PK-Grade 3. We will address brain research, executive function, and social and emotional well-being; instructional alignment and family engagement. We will use a structured process to determine the next steps for your district relative to early childhood.
Karen List, U.S. Project Director, UCONN Neag Educational Leadership Department
Andrea Brinnel, Early Childhood Specialist, Connecticut Office of Early Care and Education
Harriet Feldlaufer, Early Care and Education Division Chief, Connecticut Office of Early Care and Education
B6 Responding to Hate & Bias Incidents: Lessons from the Field (I, DEE)
Schools across Connecticut are experiencing incidents of bias and hate. This presentation will address the challenges of responding to these complex incidents and provide an opportunity for sharing best practices and lessons learned. The presentation will include an interactive powerpoint, Nine Key Points to Consider When Responding to Hate or Bias Incident, and a panel exploring actual incidents, legal issues and the role of the Board of Education.
Marji Lipshez-Shapiro, Sr. Associate Director, Anti-Defamation League
Michelle Pincince, Education Director, Anti-Defamation League
Patrice McCarthy, Deputy Director, General Counsel, CABE
Michelle Laubin, Attorney, Berchem Moses, PC
Michael Conner, Superintendent, Middletown Public Schools
2:05 – 4:05 pm – Clinic Session C
C1 33rd Annual Meeting of the Nutmeg Board of Education (HPBAS, I, DEE, SGWB)
Yet again, the Nutmeg Board meets and does all the wrong things. Designed to amuse and educate you, their actions will be analyzed from the legal perspective. This mock board meeting is based on the CABE Journal's "See You In Court" column.
Thomas Mooney, Attorney, Shipman & Goodwin
Cast to be determined
C2 Increasing Job and Career Readiness for High School Students through a Manufacturing Internship Program (I)
The workshop will address a comprehensive work-based learning model developed through a partnership between Windham High School and Electric Boat. The workshop will emphasize the articulation process among the different stages of the model. It will include the early preparation phases at the High School (innovation projects in the manufacturing lab) as well as the transition to the workplace through the internship at Electric Boat and other manufacturing companies.
Patricia Garcia, Superintendent, Windham Public Schools
Ana Sanchez, Coordinator of Windham Early College Opportunity Program, Windham High School
3:25 - 5:00 pm – Workshop Session D
D1 Collective Bargaining: Trends and Strategies to Reduce Costs (HPBAS, I, DEE, SGWB)
This presentation will focus on trends in collective bargaining to reduce costs. A significant focus will be on health insurance, including retiree health insurance.
Floyd J. Dugas, Attorney, Berchem Moses, PC
Rebecca Adams, Sr. Staff Attorney, CABE
D2 Mindfulness and Purpose: Bringing a Focus on the Whole Child to Life (HPBAS)
New Milford has taken exciting steps to bring mindfulness into the classroom to increase student's engagement, sense of belonging and learning. Group discussions around the book “A Mindset for Learning and Purposeful Play” helped establish a common language and guide classroom practice. In this workshop, we will present how our district has incorporated “purposeful play” into class time for students in PreK-2. We will also share how our district is using school climate data to assess social-emotional learning and school climate needs and strengths in all of our schools.
Alisha DiCorpo, Assistant Superintendent, New Milford Public Schools
Liz Breese, Marketing Director, Panarama Education
Irene Chen, Client Success, Panorama Education
Len Tomasello, Social Emotional Consultant, New Milford Public Schools
D3 The Role of Boards of Education and Superintendents in Increasing the Racial and Ethnic Diversity of CT Educator Workforce (DEE)
Members of the CSDE Talent Office will discuss the educator pipeline and identify points along the talent management continuum where superintendents and local boards of education can have the greatest impact on increasing the racial and ethnic diversity of their educator workforce. Participants will examine state and local data, learn about strategies and available resources, and utilize a self-assessment tool designed to examine local hiring policies and practices to support more equitable hiring and selection.
Sarah Barzee, Chief Talent Officer, Connecticut State Department of Education
Kim Wachtelhausen, Consultant, Connecticut State Department of Education
Kimberly Audet, Consultant, Connecticut State Department of Education
D4 Real Case Studies in Crisis Communication (HPBAS)
Districts in Connecticut are dealing with a growing number of crisis situations. We will examine real examples of what happened, crisis strategy and real outcomes. This session will help protect and defend school districts facing a public challenge.
Ann Baldwin, President/CEO, Baldwin Media
D5 Executive Coaching for Superintendents: Support for Meeting the Challenges of 21st Century Education (HPBAS)
Interviews with new superintendents have shown that they benefit enormously from coaching by veteran superintendents trained as coaches. This session sheds light on what happens in coaching and discusses why it should be available for all new superintendents.
Isobel Stevenson, Program Coordinator, Connecticut Center for School Change
Robert Villanova, Associate Research Professor, UCONN
Matt Geary, Superintendent, Manchester Public School
Fran Rabinowitz, Executive Director, CAPSS
D6 District Coherence and the Strategies for Continuous Improvement (HPBAS)
Participants will understand the value of developing district coherence through a powerful district-wide improvement plan. Participants will leave with a variety of best practice, high leverage improvement that will lead to improvements in teaching, leading and learning.
Joseph Macary, Superintendent, Vernon Public Schools
Robert Testa, Assistant Superintendent, Vernon Public Schools
Laura R. Boutilier, Program Coordinator, Connecticut Center for School Change
Richard Lemons, Executive Director, Connecticut Center for School Change
Saturday, November 17, 2018
9:35 – 10:45 am – Student Session I
Student Representatives on Boards of Education: Policy into Practice
This workshop is designed for students from across the State of Connecticut to better understand roles and responsibilities of being a student representative to their board of education, and how their voice can impact decisions that affect all students in their district.
Eileen Baker, Board Member, Old Saybrook Board of Education
9:35 - 10:45 am – Workshop Session E
E1 Simple Strategies for Improving Your School’s PR (HPBAS, I)
Across Connecticut, schools are increasingly challenged to meet mandates and budgetary limitations that stretch their Boards of Education and test both their administrators and professional teaching staff. When schools and communities are feeling pinched and uncertain, budgets may start to fail- particularly in communities where there is increasingly rancorous public discourse. So how can you more effectively connect with your communities? How can you inspire increased parent advocacy and generate more community support without paying for an expensive PR campaign? You need a simple plan and you need some strategies that will help you create or improve those critical community connections. This workshop will introduce you to inexpensive strategies and ideas that can help you meet your communications needs as you manage the challenges of administering a school district in uncertain times.
Teddie Sleight, EASTCONN Director of Marketing and Communications, RESC Alliance
Evelyn Rossetti-Ryan, Chief of ACES Marketing and Outreach, ACES
E2 "Alone we can do so little; together we can do so much" - Helen Keller (HPBAS, I)
The workshop will be focused on the first year implementation of an innovative method of TEAM budget construction with an emphasis on the Superintendent/Board relationship. We will examine options of how to work as a team; Superintendent and board members, to craft an efficient and effective student-centered district budget.
Sean Nugent, Chair, Preston Board of Education
Roy Seitsinger, Superintendent, Preston Public Schools
E3 Trends (HPBAS, I)
A timely topic of the presenter's choosing.
Robert Rader, Executive Director, CABE
Paul Choiniere, Editorial Page Editor, The Day
E4 Unsocial Media: Cyberbullying, Sexting and How to Regulate Communications in the Digital Age(HPBAS, I, SGWB)
This presentation will provide school board members and district administrators with a greater understanding of their obligations and their rights in response to cyberbullying, sexting and other inappropriate uses of students electronic devices. The goal is to provide district personnel with a clear directive as to what they can and cannot do when confronting what I call "unsocial media" and thereby avoiding disruptions to the educational process.
Michael P. McKeon, Attorney, Pullman & Comley
E5 Top 12 Innovative Practices at Greenwich Public Schools (I, SGWB)
We will identify key strategies linked to overall student growth and well-being as well as cite innovative practices that support 21st-century skills. Participants will create a three-step action plan to replicate/scale innovative practices to share in their school districts.
Irene Parisi, Assistant Superintendent, Greenwich Public Schools
E6 Frameworks for Innovation: Putting the ISTE Student, Educator and Leader Standards into Practice (I, DEE, SGWB)
Most leaders acknowledge the power of technology to support innovation and deep learning. Districts have invested in this promise spending millions on 1:1 computing programs, wireless networks, and educational software. How can they ensure all members of the educational community – students, teachers, leaders, and parents – fully leverage these investments to impact student achievement, college and career readiness, professional development and lifelong learning? This session will introduce the ISTE Standards for students, educators and administrators- an integrated competency model that supports deep, authentic learning and professional growth. Connecticut has adopted these new standards but how do district leaders put them into practice? Members of the state's Commision for Educational Technology will share insights, initiatives and approaches you can take back to your district to impact student learning and instructional excellence. The speakers will address their complementary approaches to strengthen all schools including changes to teacher preparation and verification programs; integration with other standard sets (e.g. Connecticut Core, Next Generation Science and Social Studies); revisions to district policy and the development of shared resources to put the standards into practice today.
Doug Casey, Executive Director, Connecticut Commission for Educational Technology
Nicholas Caruso, Sr. Staff Associate for Field Services, CABE
Josh Elliott, Director of Educational Technology Graduate School of Education and Allied Professions, Fairfield University
Josh Smith, Superintendent, Region 15 Public Schools
9:35 - 11:35 am – Clinic Session F
F1 Implicit Bias: How It Impacts Your Work (DEE)
Implicit Bias refers to the attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. The implicit associations we harbor in our subconscious cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, age and appearance. These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages. Learn more about implicit biases and how they impact your work.
Terrell Hill, Assistant Superintendent for Human Resources, Windsor Public Schools
Russell Sills, Director of Family and Community Partnership, Windsor Public Schools
Allyson Vecchiarelli, Administrative Assistant, Windsor High School
Santosha Oliver, Assistant Superintendent for Instructional Service, Windsor Public Schools
Daniele Batchelder, Director of Business Services, Windsor Public Schools
F2 Research into Practice – Connecticut’s Story (DEE)
This workshop will highlight current and previous work of the Regional Education Laboratory Northeast & Islands (REL-NEI) at EDC with a focus on its partnership with CSDE and other Connecticut educational-related agencies. REL-NEI conducts research on high leverage topics identified by its stakeholders as having practical implications for policy and practice and provides technical assistance to states, districts, and school on data literacy and research and evidence use. Participants will develop an understanding of the role of Governing Board members, learn about current projects focusing on Connecticut collaborations and provide input into future work.
Marie Salazar Glowski, Assistant Executive Director, Connecticut Association of Schools
Julie Riordan, Deputy Director, REL-NEI
Caroline Parker, Principal Research Scientist, US Division, Education Development Center
Deb Richards, Director of Student Services, CREC
Charlene Russell-Tucker, Cheif Operating Officer, Connecticut State Department of Education
George Coleman, Early Childhood Program Development, C.E.S.
This interactive session will examine CCSS (Common Core State Standards) and provide ways to integrate those standards with an SEL (Social Emotional Learning) framework that encompasses culturally responsive practices. Participants will engage in exercises that build upon the SEL framework while unpacking this definition of cultural competence and how it relates to instructional practice. The workshop will conclude with ways to integrate the aforementioned practices into equity policies.
A school-wide commitment to social-emotional learning (SEL) leads students to re-engage, to find a place in school where they can feel safe in their relationships, ready to learn and be motivated to succeed. In this session, participants will explore and experience how our district used the CASEL competencies as a means of creating common language across our district. You will learn how our social and emotional committee conducted a universal screen pilot using DESSA and created a more comprehensive SERAC assessment to help guide district and building based decisions around what our students needed socially and emotionally. Our research analysis and program inventory will be shared with all participants.
The Lighthouse Project, based on research of board effectiveness in improving student achievement, has shown certain board actions can have a profound impact on teaching and learning. We will share some of the research and show participants how to use a rubric-developed by the Connecticut Lighthouse team that can help them focus on the right questions to ask before adopting new initiatives.
Learn about the partnership work being done to enroll students of color and low-income students in college-level courses while maintaining or raising success in those courses. Middletown Public Schools and partner Equal Opportunity Schools will discuss their work in 2017-2018 to remove barriers for enrollment in AP/IB, identify students for AP/IB participation and create substantial impacts on college readiness for all their students. Through their groundbreaking work, they are changing the sense of what is academically possible for historically under-represented students.
Participants will learn how Waterbury School District's membership in the citywide collaborative provides a vehicle to solve critical problems facing students and families in the district. The panel will provide examples of initiatives that address health disparities, early childhood, parent engagement, equity and racial bias to improve student outcomes.
Curriculum, instruction and assessment have shifted from being teacher-directed to being student-centered to ensure that students have ownership of their learning and be motivated to succeed. While these reforms have been successful and energizing for students, they have not always been supported by new and more accurate means of reporting student progress. For most schools, grading practices are deeply rooted in outdated and inaccurate practices. We will share our schools' journey as we implemented a changed grading system designed to support student proficiency and the development of sound work habits. While our path has not always been straight, our mission and purpose have been clear. You will hear from teachers, administrators and Board members and see examples of our grading practices as they evolved through the past three years.