On September 9, 2014, an editorial entitled “Hey, language police: That’s so ‘special needs’” appeared in the Journal Inquirer. Assistant Executive Earle Bidwell, who found the editorial to be offensive and misguided, wrote the following response to JI Editor Chris Powell.

Mr. Powell:

First, let me answer the question posed 4 sentences from the end of your offensive September 2, 2014 article. “And what do we do when kids start sneering at each other, ‘that’s so special needs?’” The answer is the same one that I will give to an educated adult who should know better. “That expression is hurtful and inappropriate.” I say the same about your newspaper’s stand on use of the “R” word.

Yes, language does evolve, as you stated in your fourth paragraph. Let me remind you that “faggot” used to be a bundle of sticks, and (still is) a British food product using processed meat, and “fag” was a slang term for a cigarette. Yet since they have become a derogatory terms for homosexual men, they are no longer used in polite society. The same can be said for “gay” that formerly meant “carefree’, “happy”, or “bright and showy.”

You may be interested to know that the Connecticut Association of Schools’ Scholar-Leader Banquet celebrating the best and brightest student-leaders from each middle school in Connecticut was keynoted by a young woman with an intellectual disability. She brought the house down and had over 15,00 people on their feet. At this same event, the 300 student honorees, which included representatives from all the middle schools in the JI circulation area, signed a pledge to end the “R” word.

Yes, “…today’s culture requires decent people to change…” As always, it is decent people who take the high road, respect ALL people, regardless of their differing abilities, and set a shining example for the “miscreants.” What message do you have for these students, and those like them who are more interested in inclusion than in your semantics? Score one for the kids and zero for the J.I.

Earle Bidwell
Assistant Executive Director, CT Association of Schools, and life-long resident of Manchester

On May 7, 2014, Mike Galluzzo, Co-Director of the CT Principals’ Center, gave testimony to the Connecticut State Board of Education in anticipation of proposed legislation concerning alternative schools. The cogent ideas he presented – which were discussed at meetings this year with principals and other practitioners – are published below.

The Policy and Legislative Committee of the state board met in April and members received a report on the status of the work which Charlene Russell-Tucker is leading with regard to alternative school programs. It is our understanding that there is a placeholder bill before the legislature that has yet to be developed.

Most of the students attending alternative school programs will benefit from greater flexibility in their school programs in order to keep them connected. Without compromising CT standards, alternative schools would benefit from flexibility in the number of hours that a student must be in school. For example, some students would benefit from relevant off-site internships which would provide an alternative approach to learning content embedded in the local curriculum. In addition, schools and districts need to have flexibility in their accountability system so that students are able to demonstrate their skills and knowledge in relevant ways. Such practices could potentially be abused; therefore, the state department would need to establish standards for the development and operation of alternative school programs.

One of the issues faced by urban schools in several communities is high mobility rates. For example, one nearby urban high school in 2012-2013 enrolled 292 transfer students in grades 10, 11, and 12, approximately 12% of the total school population. For schools who receive large numbers of students who are not on track for graduation in four years, the public reports for graduation rates are depressed because they must report on the four year graduation rate. One of the considerations for the alternative schools bill should be consideration of the graduation reporting requirements. This needs to be rethought for traditional high school programs as well.

During the winter we at CAS convened a large group of urban educators to meet with legislators in Hartford. These principals and central office administrators consider the over-age and under-credited student group to be a severely underserved population. Some of these students participate in alternative school programs and many do not. Magnet and charter schools, for all of the positive benefits they offer, have not attracted these underserved students in significant numbers, thereby resulting in many of these students clustering in urban schools where the achievement gap is most significant. Noting that the state has not made progress on closing the gap, we have an underserved population, which magnet and charter schools are not serving in large numbers and which, in at least some cases, are not retained when they have gained entry. In the 2012-2013 school year, for example, 59 of the 292 transfer students came from magnet or charter schools. These staggering figures lead us to think that similar urban public schools are faced with near insurmountable challenges which need to be addressed in a comprehensive and thoughtful way. Some of these students suffer from significant unmet emotional issues, others from drug and alcohol problems, in addition to their academic skill deficits and need for high quality academic services. In sum, magnet and charter schools haven’t solved the achievement gap problem and the education system has not responded adequately to the needs of these most challenged students. Indeed, some of these problems implicate services and systems beyond the educational one.

The recommendations contained in the Master Plan recently released by the Achievement Gap Task Force provide a comprehensive approach to preparing all students to be college and career ready. It is our hope that the State Board will advocate for policies and legislation in support of the Master Plan.

By Regina Birdsell, Assistant Executive Director

As we mark the one year anniversary of the tragedy in Newtown, Connecticut, we reflect on the impact that Dawn Hochsprung, the charismatic and passionate principal of Sandy Hook Elementary School, has had on us all. The underlying beauty of this story is who Dawn Hochsprung was and how she continues to inspire. She was a role model as a mother, grandmother, wife, educator, leader, and hero. Dawn was a dedicated leader who inspired her students to reach their fullest potential by instilling in them the importance of lifelong learning. She was admired by her colleagues, students, and parents, particularly for her caring and nurturing nature. She often referred to her students as “her children” and wanted school to be a positive place and a safe haven.

When she first started her principalship at Sandy Hook Elementary, Dawn shared in an interview with her local paper, “I don’t think you could find a more positive place to bring students to every day.” Everything she did built on that premise. She exemplified a team spirit and personified the qualities of leadership. From dressing up as a book fairy and spinning in a poodle skirt to organizing book fairs and leading new curriculum incentives, she cultivated the school’s positive spirit. Dawn maintained an active Twitter account where she updated followers with news about the school. Her last Tweet expressed her excitement about an upcoming book fair: “Setting up for the Sandy Hook nonfiction book preview for staff…Common Core, here we come!”

Following in Dawn’s footsteps, let us all continue to keep our communities aware of all the amazing daily activities in our schools. The simple, yet impactful, words she lived by continue to resonate in school halls, on sweatshirts, wristbands, and even coffee mugs: “Be nice to each other; it’s really all that matters.”

As we implement programs and activities to foster positive relationships in our schools, let these words and actions guide us. When you are looking for inspiration, just think to yourself: “What would Dawn do?” The example she set continues to inspire. Her passion for education and learning lives on through the scholarships set up in her name. Let us remember and emulate how she lived her life, not how it ended.

Reprinted from the NAESP “Communicator” December 2013 / Volume 37, Issue 4

By Dr. Michael Buckley, Assistant Executive Director

It’s time to reframe the conversation. I’m tired of hearing about how overwhelmed principals are. Not that they’re not excessively burdened. Any school leader worth her salt in 2014 is that and more (and, truth be told, isn’t that part of the attraction of the job?). Really, I’m convinced the 2014 CT principal’s job is a lot harder than the 2004 CT principal’s was (the last time CAS did a formal study of the principalship), and that this has probably been true for each decade since A Nation At Risk was published in the early eighties. Expectations spiral upward; resources wane; efficiency gains from technology come with a price. So what? Let’s stop wringing our hands. It’s time to embrace the perfect storm of opportunities that accompany the challenges of SEED and CCSS and the positive changes they are beginning to produce in our schools.

Talk to Marty Semmel, principal of Southington High School and his literacy coach, Jen Paul; or to the assistant principal of Consolidated Elementary in New Fairfield, Lynn Fichtel; or to Tracey Clarke, a literacy coach at the Bowers School in Manchester. These four were panelists at the fourth session of the CCSS Leadership Community of Practice (CoP) on January 14th. They’d be pleased to share with you the ways they are connecting the dots between SEED and CCSS, modifying their structures and practices, generating collaboratively determined and practical changes to “business as usual”, and, yes, embracing the unique opportunity these mandates provide. Indeed, their positive mindset is representative of the seventy plus participants taking part in this year-long community of practice. CoP members pick the focus* for each monthly session, share what’s working (and what’s not), and communicate regularly with the CSDE how the work is unfolding and what additional supports are needed.

So what are the outcomes that make the work our principals are presently doing embraceable (meaning both worthwhile and necessary)?
Worthwhile? How about the . . .
• increase in the number of classroom visits conducted by administrators.
• increase in conversations centering on instruction between supervisors and teachers.
• sharper focus on the needs of our most challenged students.
• movement toward ownership of whole school outcomes.
• increased rigor regarding what students should know and be able to do.
• better learning objectives including accountability factors.

Necessary? Remove the mandates of either SEED or CCSS, or both, and consider how different the condition of education in Connecticut would be today from say two, five, or ten years ago. Project ahead three years and answer the same question. As an interested observer of the Teval process in New Haven, I’ve sensed an evolution from “getting to compliance” in year one to much more “authentic engagement” in year three. I would predict the same result statewide from SEED and CCSS, particularly if the present nascent conversation pertaining to redesigning the job of the principal leads to more tangible results than have been forthcoming from the various commission reports on the topic dating back to Harry Hartley’s in the late nineties. When is something substantive going to be removed from the principal’s plate? That’s where this organization is going to direct its energy as it is only through job redesign that principals will be able to fully meet their responsibilities under SEED and CCSS and the full potential of these initiatives can be realized.

* The next two sessions of the CCSS Leadership Community of Practice (February 25th and March 18th) will focus on best practices re PD and CCSS/SBAC and looking closely at instruction in the CCSS-Aligned classroom. There’s still room for new registrants. Contact Erin Guarino eguarinocasciacorg.

Posted by Executive Director Karissa Niehoff
November 13, 2013

With all of the attention and energy being directed to the implementation of new evaluation guidelines and accountability procedures, the CCSS, school climate initiatives, success plans, etc., there has been little room for consideration of the Secondary School Reform legislation. As schools adopt more transformative practices- personalized learning strategies, mastery based approaches to advancement (learning as the criteria as opposed to seat time), and other innovative ways to engage students in their learning of relevant knowledge and skills- many legitimate questions are surfacing about the existing legislative requirements for graduation from high school. These requirements, while a primary concern for high school principals, actually affect school leaders at all levels and seem to fly in the face of personalized learning approaches. So what is happening with these requirements??

As a brief background, we recall that in 2010, PA 10-111 outlined significant changes to high school graduation requirements for students that would go into effect beginning with the class of 2018 (current grade eight students). These requirements included completing 25 credits of coursework in an extensive list of prescribed subjects. In the 2013 Legislative Session, Sec. 10-221a. of the Connecticut General Statutes was amended and that timeline was extended. The requirements are now set to begin with the class of 2010 (current grade six students). Click here to read the current language.

In January of 2012, the legislatively appointed High School Graduation Issues Task Force, of which I was a member, submitted a report to the Education Committee which featured a number of suggested revisions to the secondary reform language in the legislation. At this time, there has been no response from the Education Committee. Our Task Force has submitted multiple inquiries to the Education Committee, and has shared our concerns with Commissioner Pryor. We will continue to inquire as we hope there will be a response at the start of the session in February.

CAS maintains a close working relationship with CAPSS, CABE, the AFT and the CEA. Each of our colleague associations shares our concern about the current requirements. As we develop our legislative agendas for the 2014 session, the issue of needing to revisit current graduation requirements will be high on the list. It is a top priority for CAS.

We will keep you posted, and welcome your questions, concerns and ideas at any time!

Dr. Karissa Niehoff, Ed.D. began her career in Connecticut public education in 1989.
On January 1, 2011 she was named CAS-CIAC’s Executive Director.

A NEW SCHOOL YEAR BEGINS
Posted by Executive Director Dr. Karissa Niehoff
October 2, 2013

Welcome to the new CAS website and the inaugural posting to our Executive Staff Blog. Our blog will feature postings from all of our executive staff members highlighting professional ideas, activities, best practices and general editorials that are current hot topics for school leaders at all levels.

Like all of you in your schools, we had a busy summer at CAS and have launched many activities to support school leaders in the new academic year: training in the new evaluation guidelines; a Common Core State Standards Community of Practice; the New Leaders Academy; and many workshops and communities of practice regarding topics such as early childhood education, NEASC Accreditation, Student Success Plans, school climate, use of technology, data-driven decision making, and effective leadership practices. Our Executive Coaching program is being implemented in collaboration with the LEAD Connecticut partners and our UCAPP cohorts include outstanding administrative aspirants.

An important new initiative is our “Helping the Principal” focus group which is looking at the principal job description and responsibilities; recognizing that job of a principal has never been so overwhelming. This group intends to identify best practices in efficient, effective leadership; offer multiple forums for sharing best practices; and develop a “toolkit” of strategies to ease a principal’s workload. We are also in the process of re-engaging with the legislature and our colleagues such as CAPSS and CABE; important collaboration.

If you are a new school leader or not familiar with CAS, I encourage you to spend some time exploring our website, as well as the CIAC website which is accessible at CIACsports.com. We offer numerous programs and services for students, staff, and even volunteers; however, our main focus is supporting school leaders. Check out the information on the Connecticut Principals Center to learn about the extensive array of professional development opportunities we offer for school leaders at all career stages.

We welcome involvement on our CAS Committees. Please review the current list of CAS boards and committees, and contact us if you have any questions about joining one or more particular groups.

We wish you much success in your schools and stand ready to respond to your needs as much as possible!

Dr. Karissa Niehoff, Ed.D. began her career in Connecticut public education in 1989.
On January 1, 2011 she was named CAS-CIAC’s Executive Director.