April-2020-Advisor_2

CEA

April 2020 • Volume 62, Number 5 • Published by the Connecticut Education Association • cea.org

Connecticut Public Education in a Time of Pandemic CEA teachers lead the way in uncharted territory, pages 2-6

2 CEA ADVISOR APRIL 2020

LEADING

Leading: Our Perspective

These are uncertain times. Unprecedented actions are being taken to prevent the greater spread of COVID-19, the coronavirus pandemic, which has caused major disruptions to our lives, our communities, and the world— the likes of which we have never experienced. We are in uncharted territory, with more questions than answers, leaving us all to do our best to mitigate against the effects of the coronavirus. First and foremost, our priority is your safety. We must all focus on the public health emergency and do

issues, lack of access to technology, special education concerns, and so much more. Commissioner Cardona said his department will be flexible, and he urges teachers to do the best they can to provide continuity of education in today’s reality.

Navigating COVID-19:

Despite these very challenging circumstances, we are proud of you, our exemplary educators. While concerned about your own family members, you are also concerned with your students’ health, access to food, and emotional well-being—and you have not stopped working for your

Jeff Leake, CEA President

Stronger Together

everything we can to prevent the spread of this new disease. We thank you for following the guidelines issued by our state and the Centers for Disease Control, including practicing social distancing. We strongly supported Governor Ned Lamont’s decision to declare a state of emergency in Connecticut, to close all schools, and to urge residents to stay home and stay safe. We continue working together hand in glove with State Education Commissioner Miguel Cardona on issues that impact you and providing you with the most up-to-date information possible. Uncertainty makes this crisis scarier than others, and there is a palpable sense of panic, helplessness, and danger. The common belief is that things will get worse before they get better, and we need to be prepared for what could be ahead. As educators, we must focus on what we do best: teaching and leading by example. That means following set guidelines, engaging students, and keeping them learning for the duration of this public health emergency. There are still a host of unanswered questions regarding equity Teaching is stressful under ordinary circumstances, but add a pandemic that closes schools across the nation, and that stress can be overwhelming. Many teachers, with virtually no time and limited professional development, have had to transition from face-to-face instruction to online delivery. In difficult times such as these, it is more important than ever to set aside time to look after yourself. If you are feeling overwhelmed or highly anxious, you should first know you are not alone. Consider forming or joining an online community of educators, many of whom likely understand what you’re going through and can share coping strategies and teaching ideas. Take time each day to walk outside, prepare the garden for spring, or just sit in the sun. Remember to take long, deep breaths. Take at least three full breaths, counting to five with the inhale, holding your breath for five counts, and exhaling for five counts. Each time you exhale, try to picture the tension in your body as a color and imagine it fading slowly away. This will begin to calm your nervous system. When we’re in a state of panic or extreme anxiety, our limbic system takes over our prefrontal cortex, which controls executive functioning and decision-making. When we are in fight-or-flight mode, we are far more likely to act impulsively, make mistakes, and lash out at others. Controlling our breathing, however, gives our prefrontal cortex the time it needs to

students. You are putting in the extra effort and learning the best online resources and programs available to ensure your students are learning. There are myriad challenges related to distance learning, and we know that teachers must be at the table discussing guidelines, best practices, and accessibility for students across the state. We know whatever happens in the coming weeks will impact the future of public education, and teachers’ voices must be a part of that discussion. CEA has been holding virtual meetings with teachers across the state to discuss best practices for online learning, and we have shared our recommendations with the education commissioner.

Tom Nicholas, CEA Vice President

Throughout the coming weeks and months, the situation will continue to change. Know that we are here, working on your behalf to ensure that your safety and rights are protected. We will continue to keep you updated and share guidance with you in the days ahead. Watch for emails from CEA and visit cea.org for the latest information. March 26, 2020 MINDFULNESS DURING STRESSFUL TIMES

Donald E. Williams Jr. CEA Executive Director

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

override the limbic system, quiet the panic button, and respond to events, people, and situations calmly and rationally. Another useful method of dealing with fear and restoring a sense of calm is RAIN, an approach first developed 20 years ago by mindfulness instructor Michele McDonald. RAIN is an acronym that stands for: • Recognize how you feel and what you are experiencing • Allow the feeling or experience to exist just as it is without trying to fix it • Investigate the feeling or experience as a scientist might, but with compassion for yourself • Natural awareness that comes from accepting the experience By naming what we are feeling, we send a signal to our prefrontal cortex that it’s time to wake up. We are bypassing the limbic system and calling upon the rational part of our brain to do its job. As a result, you will likely respond to stressful situations or anxious feelings more calmly and with greater compassion for yourself and others. Experience a guided RAIN meditation, along with other free resources to help reduce anxiety and stress, at mindful.org/investigate-anxiety-with-tara- brachs-rain-practice . To schedule mindfulness training online for your district, email myprofession@cea.org .

Stephanie Wanzer • Secretary David Jedidian • Treasurer

John Horrigan • NEA Director Tara Flaherty • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Winiarskyj • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer April 2020 Volume 62, Number 5 Published by Connecticut Education Association 1-800-842-4316 • 860-525-5641 cea.org CEA Advisor The CEA Advisor is mailed to all CEA members. Annual subscription price is $5.72 (included in membership dues and available only as part of membership). Institutional subscription price: $25.00. Advertising in the CEA Advisor is screened, but the publishing of any advertisement does not imply CEA endorsement of the product, service, or views expressed. CEA Advisor UPS 0129-220 (ISSN 0007-8050) is published in August, October/November, December/ January, February/March, April, May/June, and summer (online) by the Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street, Hartford, CT 06106-8001, 860-525-5641. Periodicals postage paid at Hartford, Connecticut. Postmaster: Send address changes to CEA Advisor , Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street,

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INFORMING

APRIL 2020 CEA ADVISOR 3

CEA and Coronavirus: Advocating for Your Safety, Your Rights, and Flexibility in a Changing Education Landscape

Less than two months ago, it would have seemed inconceivable. Schools closed, tests canceled, teachers and students scrambling to master distance-learning platforms. Parents forced out of their jobs or juggling childcare and work from home. Major milestones missed—including senior proms, spring concerts and musicals, graduations, and state tournaments. In the midst of a global pandemic that is escalating, those are today’s realities. And teachers have stepped up to comfort their students as well as recreate, to the extent possible, the learning communities that are their classrooms. From the beginning, CEA has been with Connecticut teachers every step of the way, and its leadership continues to stay ahead of the curve and ensure that educators’ and students’ needs are understood and their rights protected. “Many of us have never witnessed such widespread disruptions in our lives,” says CEA President Jeff Leake. “I can state unequivocally that the priority of our members and our union is the safety of students, our colleagues, and our communities and ensuring that students continue learning in the midst of this public health crisis.” CEA is in constant contact with teachers, keeping them updated on protocols regarding online learning and continuity of education, while taking every precaution to prevent the spread of COVID-19. That includes following guidelines from the state and Centers for Disease Control, including practicing social distancing. Stay home, stay safe CEA strongly supported Governor Ned Lamont’s decision to declare a state of emergency in Connecticut and his initial order to close all schools. The Association also strongly agrees with the governor’s decision to keep schools closed until April 20 and, as he indicated recently, possibly through the end of the school year. Thanks in large part to CEA’s strong communication and advocacy efforts, including outreach to media, government, and legislative and regulatory officials, several key decisions have been made over the past several weeks that are helping safeguard public health, protect public education, and ensure smooth transitions for teachers in a time of great change and uncertainty. School closures CEA advocated for the temporary closure of schools in the interest of student and teacher safety. The Association also asked for a waiver of the 180-day requirement for schools at a time when fulfilling that obligation could prove extremely difficult. On Governor Lamont’s orders, public schools were initially closed through the end of March, extended at least through April 20, and possibly Connecticut schools has raised questions about everything from teacher certification to evaluation. Get answers about coronavirus and its impact on you and your students. 6 • INNOVATING Educators and students are adapting to new ways of teaching and learning—outside the classroom. Read tips, insights, and more from your colleagues navigating this new landscape. 7 • PROTECTING Coronavirus isn’t the only threat to the health and safety of our school communities. With CEA’s help, teachers across the state are exposing myriad health risks in school buildings, ranging from mold to extreme temperatures. Read how they are working to effect sweeping change. IN THIS ISSUE 3-5 • INFORMING The global health crisis that has closed

until the fall. The 180-day requirement was waived. “Our priority is the safety of our students, our teachers, and our communities,” said CEA Executive Director Donald Williams, interviewed on WFSB Channel 3. Praising Connecticut teachers, who have quickly mobilized to provide their students with continuity of learning, Williams stressed that patience and perseverance will be key to a successful transition. Distance learning “While nothing takes the place of daily in-person instruction and guidance that a highly trained teacher provides,” Williams says, “Connecticut’s educators are moving from face-to-face interaction with students to making online connections and are putting in the extra effort to master online resources and programs to ensure they have the best materials for their students.”  “Teachers across the state are already improvising through teleconferencing, Zoom, and other technology,” Governor Lamont said in a March 24 press conference. Calling Connecticut’s teachers heroes, Education Commissioner Miguel Cardona added, “Our educators haven’t skipped a beat and are supporting students not only academically but socially and emotionally.” Speaking about efforts to deliver educational equity and access in Connecticut, especially during the current public health crisis, he said, “It still takes a village to raise a child. We’re going to tackle this—access to education—together.” Standardized testing suspended “We don’t feel that if students are out for an extended period of time, bringing them back to school and sitting them down to take assessments is the best way to use their time,” said Commissioner Cardona, emphasizing the need for flexibility and reprioritization. “We are committed to supporting our students, teachers, leaders, and families and ensuring they feel a sense of normalcy and stability if and when they return to the school building this year,” he added. In a move applauded by CEA, the State of Connecticut obtained a waiver from federal standardized assessment requirements from the U.S. Department of Education, easing the burden on students and teachers during this difficult time. Lines of communication open CEA staff, leaders, and legal counsel are in close communication with members, local association presidents, the State Department of Education, and the governor. The Association has organized calls, webinars, and virtual town-hall-style meetings with local presidents and other teachers in order to share knowledge as well as bring teachers’ concerns to our governor and agency officials. Through weekly calls with Dr. Cardona, CEA 8-9 • ADVOCATING CEA teachers, leaders, and staff are working to strengthen social-emotional learning as a component of professional development and education. Read what the teaching profession hopes to accomplish and how. 10-11 • COMMUNICATING Education Commissioner Miguel Cardona listened to CEA members’ stories of classrooms in crisis. Read what teachers said and how the commissioner pledged to address the lack of supports for students in trauma and the rise in classroom disruptions and evacuations. 12 • HEALING CEA explores the secondary stress teachers take on when their students are in crisis, as well as ways of caring for yourself as you care for others. 13 • R EPRESENTING Meet the candidates looking to represent you in the positions of NEA Director, Interim and Alternate Director, and Ethnic Minority Director At-Large.

continues to ensure that teachers’ rights and the best interests of their students are protected. “We continue working together with Commissioner Cardona on the extraordinary education-related difficulties that have arisen due to the pandemic,” says Leake. CEA leaders are also constantly on the airwaves, talking to radio and television audiences about the challenges teachers and students are facing and the best way forward.

Your union is communicating daily with you, its members—via email, blog posts, and a dedicated online resource center for coronavirus guidance and concerns—to help you stay abreast of evolving responsibilities and expectations. See cea.org/2020-coronavirus . CEA has also set up an email address, info@cea.org , where you can ask questions or share concerns. Your input is a vital part of CEA’s current initiative, Navigating Coronavirus: Stronger Together, which provides a space for teachers to share questions and advice. In addition, CEA has begun developing online training to address best practices for virtual communication between teachers and with parents, students, and community members. “We know that teachers are accustomed to connecting with each other and collaborating to provide the best opportunities for their students,” says Leake. “Creating ways for those collaborations to continue is important for us and our members. Our teachers are on the front lines, and we are proud of our educators, who in the face of uncertainty are stepping up to ensure that the coronavirus pandemic has the smallest possible impact on children’s education and well-being.” CEA President Jeff Leake communicates virtually with members and government officials on changing educational developments and needs. 14-15 • DIVERSIFYING From establishing future educator clubs to testifying on minority teacher recruitment legislation, CEA members are striving to ensure that their profession reflects their student population. 17 • CEA-RETIRED Every teacher could use a second set of eyes, hands, and ears, and every school can benefit from the wisdom of experienced educators. Retired teachers continue to be that resource. 19 • CELEBRATING The big blue bus was back for another Read Across America run this year, delivering books, smiles, and the joys of reading to children in seven Connecticut schools.

INFORMING

4 CEA ADVISOR APRIL 2020

CONNECTICUT PUBLIC SCHOOLS AND CORONAVIRUS

Nearly every day brings new developments regarding public education in the midst of the coronavirus pandemic. To provide timely answers to all your questions and concerns, CEA has developed a Coronavirus Resource Center at cea.org/2020-coronavirus . For the latest news stories and information, subscribe to BlogCEA.org . CEA also welcomes members’ comments and questions. If you have advice or best practices to share, have concerns related to the pandemic, or are interested in how your colleagues around the state are operating during the coronavirus pandemic, email info@cea.org .

WHAT YOU NEED TO KNOWNOW

How can students who usually receive free or reduced-price lunch get their meals during school closures? Check the website of your school district or available for students to pick up at school to take home at specified times, and a few districts also have specific dropoff locations for meals. municipality. Many districts are making breakfast and lunch

currently serving under any of the aforementioned permits/ authorizations will be able to seek renewal at the time of expiration in accordance with existing policy and procedures. Educators may continue to renew Professional Educator Certificates online or by mail at no cost to the applicant, in accordance with existing policy and procedures. Additionally, 5-Year Coaching Permit holders are reminded it is their professional responsibility to maintain current first aid and CPR certifications. Over the coming weeks, the Bureau of Educator Standards and Certification will automatically update expiration dates within the Connecticut Educator Certification System and will print and mail new certificates to educators impacted by the change. As a beginning teacher, must I still complete the TEAM requirements? While TEAM has an additional year built into the program for those who may be unable to meet their expected completion deadline, the State Department of Education has made additional accommodations in light of current circumstances. Deadlines for all teachers currently participating in TEAM are as follows: • 9/1/2020 deadlines will be extended to 2/15/2021 • 2/15/2021 deadlines will be extended to 9/1/2021 These changes should allow teachers the time they need to complete all of their requirements. While schools are closed, teachers and mentors may continue to work together virtually. Beginning teachers may need the emotional support of their mentors as they navigate the new

How long will Connecticut schools be closed?

Governor Lamont has closed Connecticut schools through April 20 and said they are likely to remain closed until the fall. Will we have to make up days? Are we in school until June 30? Governor Lamont issued an executive order waiving the 180-day requirement for school districts, meaning that the last day of the school year may be what each district had previously planned prior to closing due to coronavirus, unless the district chooses to add days to make up for lost instructional days. What about teacher evaluations? On March 25, Connecticut Education Commissioner Miguel Cardona waived all components of the Educator Evaluation and Support Plan for the remainder of the 2019- 2020 school year. The commissioner encouraged educators to continue professional learning and career development opportunities to the greatest extent possible. What should I do if my certification is about to expire? The Bureau of Educator Standards and Certification has extended the expiration date of all Initial and Provisional Certificates (including Interim) and 5-Year Coaching Permits with expiration dates between 3/15/20 and 12/31/20 for one year from the date of original expiration. This extension does not apply to permits and/or authorizations such as 90-Day Certificates, Long Term Substitute Authorizations, Durational Shortage Area Permits, Charter School Educator Permits, and Emergency Coaching Permits, nor does it apply to Resident Educator Certificates. Educators

Anyone in the household who is age 18 or under can receive the meals. Usually only one child per household must be present for the family to receive meals.  Can administrators require teachers to go to school buildings and attend group meetings during this crisis? Teachers are considered “essential” workers per Governor Lamont’s executive order and thus are not covered by the order to stay home. However, educators do still need to follow social distancing protocols. Education Commissioner Cardona has stated, “While total school closures have not happened, we are also encouraging work from home as much as possible and little to no person-to-person contact in our schools.” If your administrator asks you to go to school for group meetings, or if you feel uncomfortable going into school for any reason, please contact your local president and UniServ Rep. Are schools required to offer distance learning? Prior to the governor waiving the 180-day requirement, many schools, expecting to be out for only two weeks, sent students home with only supplemental activities. Since the waiver is now in effect, and the closures are extending for at least several weeks, the State Department of Education has asked districts to shift to thinking about distance learning. Districts retain the authority to devise plans that best meet the needs of their students, and the State Department of Education and NEA are offering resources to support remote learning. Follow the lead of your district (which should first be in touch with your local union to reach agreement on expectations) as to what kinds of activities they expect you to plan and how they expect you

Farmington English teacher Lauren Gallucci, ready for her district’s school spirit PJ day, says that “dress for success” has a new meaning these days.

to be in contact with students and parents. If any conversations with families take place over the phone, use *67 first to block your phone number. Many companies are giving away free teaching resources online. Am I allowed to use them? If the resource is something you can legally download and use (such as a worksheet) and you are following your district’s remote learning procedures, you are probably okay, but any websites that require students to log in, have accounts, or otherwise do things online need to be approved by your district (as always). PA 16-189 (the student data privacy law) is still in effect. If you use your own resources or sites that aren’t approved, you may be liable if something goes wrong. Stick with district-approved resources, and if you find something new, share it with your administrator, and you may be able to get it approved. The Connecticut Education Network is the state’s office for education technology. Their website includes a portal for educators, which provides a list of technology tools that meet the state’s data privacy requirements. Are parents permitted to observe their children in the classroom? The Family Educational Rights and Privacy Act (FERPA) does not specifically prohibit a parent or professional working with the parent from observing the parent’s child in the classroom. Further, FERPA does not protect the confidentiality of information in general; rather, the

challenges of planning and delivering distance learning. While teachers may continue to work on their modules where it makes sense, with the extended deadlines, it is not required that modules be completed during this time.

Kayleigh Matos, a student at Wheeler Elementary in Plainville, has wise words to share with her school community.

INFORMING

APRIL 2020 CEA ADVISOR 5

EDUCATION BUDGETS Governor Lamont issued Executive Order #71, suspending local budget voting requirements for municipalities and regional school districts, including town meetings and referenda. In the nearly 120 towns impacted by this decision, the order gives local boards of selectmen the final authority to approve spending levels and local mill rates. In regional districts throughout the state, the order gives regional boards of education the power to adopt the budget for the upcoming school year in a similar manner. This does not mean that public participation will be entirely removed from the process. The governor’s order ensures that municipalities and regional boards take all reasonable steps to publicize their proposed budgets on their websites and receive public comment via email. If you need assistance navigating your town budget process, or if you believe your local governing body may be violating the Executive Order, contact your local president or UniServ Rep or email info@cea.org . Be on the lookout for budget information as it becomes available on your town or regional website so that you and your fellow educators can weigh in and give a voice to your students, teaching colleagues, and schools.

Ellington High School social studies teacher Sean Byrne and his daughters Emily and (not pictured) Molly are ready for their first day of distance learning.

law applies to the disclosure of tangible records as well as information derived from tangible records—the key words there being “tangible records.” Are online learning and livestreaming—where everyone can see each other—protected by FERPA? Although it is CEA’s legal opinion that online educational services and online streaming are not FERPA protected, teachers should nevertheless strictly adhere to the guidance given by their administrators regarding the use of video and distance learning that includes virtual and/or live broadcasts. Teachers are further advised that all Board policies—for example, policies regarding social media and acceptable use—remain in effect unless otherwise stated. Absent further information or updates from the U.S. Department of Education on these issues, this would be CEA’s present guidance in the changing landscape. Can teachers’ lessons be recorded by a parent? Teachers can give a disclaimer that their lessons cannot be recorded, but we know that parents may do so anyway and that teachers should not expect a right of privacy in their classrooms, either physical or virtual. A teacher’s lesson is not an educational record of a child that would be protected under FERPA. What if teachers witness possible abuse on a child’s camera feed? If teachers witness something on the other end of the camera that could reasonably be considered abuse or neglect of a child, we advise them to report it. Virtual classrooms are to be regarded the same as physical classrooms for this purpose and many others, and since teachers are mandated reporters, they are advised to call the DCF hotline. What happens to standardized tests this spring? The U.S. Department of Education has waived standardized testing requirements for the current school year for students in elementary school through high school. The department says it will provide relief from federally mandated testing requirements to any state requesting a waiver due to the public health crisis. Governor Lamont and Education Commissioner Cardona have already submitted a request for a waiver, so no Connecticut students will be

required to take SBAC assessments, SATs, or NGSS assessments. “Eliminating standardized testing for the current year is the right decision for students,” says CEA President Jeff Leake. “It allows teachers to focus on end-of-year learning and students’ social and emotional well-being instead of teaching to the test. Teachers will continue to keep their students safe, engaged, and learning throughout this crisis.” The State Department of Education is working closely with The College Board to determine the best course of action in regard to the SAT, since the test plays an important role in high school students’ college acceptance and placement. The May 2 SAT and SAT Subject Tests have been cancelled; at press time, the June 6 SAT and SAT Subject Tests are still in place. The College Board and Khan Academy are providing students with free online resources, including full-length practice tests and personalized learning tools, at khanacademy.org/sat . What about AP exams? The College Board announced that students in Advanced Placement classes will be able to take the end- of-course exams from home using a computer, tablet, or phone. There will be two different testing dates for each AP subject, and the College Board is providing free remote learning resources.

Share your questions and comments at info@cea.org.

STUDENT LOAN RELIEF The U.S. Department of Education announced a student loan relief plan to help millions of Americans with student loan debt. All interest on federally held student loans will be suspended without penalty for the next 60 days. The interest waiver is automatic, so you don’t need to enroll with your student loan servicer. Borrowers will also have the option to suspend their federal student loan payments for at least two months without accruing interest, allowing them greater flexibility during the coronavirus crisis. Please note that you still need to pay interest on your private student loans. FOR STUDENT TEACHERS Due to school closures, the State Department of Education (SDE) has temporarily waived the length of placement assignments and any hour requirements associated with Educator Preparation Programs (EPP) for student teaching, clinical internships, and fieldwork. The Bureau of Education Standards and Certification will accept the EPP’s successful recommendation of a candidate on the ED-170A form as an attestation of program completion. Student teacher candidates are still expected to submit an edTPA portfolio, if possible, but given the unique circumstances around COVID-19, the SDE has waived the cut score for all candidates. Furthermore, EPPs may submit an edTPA waiver request for any student teacher candidate who is unable to submit a completed portfolio as a result of circumstances related to COVID-19. In the event that an Educator Preparation Program is not comfortable recommending a spring 2020 candidate as a program completer, the Bureau of Education Standards and Certification will consider whether additional flexibilities will allow the candidate to pursue employment and complete any outstanding experience requirement deemed necessary by the EPP for institutional recommendation.

Romina Fernandez, a student in David Wasserman’s class at Marlborough Elementary, uses Matific—one of the many apps and websites the school has made available to students to supplement lessons teachers are sending home.

INNOVATING

6 CEA ADVISOR APRIL 2020

TEACHERS INNOVATING, LEADING IN A TIME OF CONSTANT CHANGE

In the midst of the pandemic that has closed Connecticut’s public schools, teachers have moved quickly to ensure that students are safe, productive, and engaged. With households lacking phone or internet access, many children dependent upon their schools for meals, and little precedent for long-term distance learning at the K-12 level, this has been no easy feat. It has required teachers to quickly master virtual learning platforms, prepare to-go packets in the meantime, and deploy some of their best traits and skills—compassion, creativity, differentiation, and problem-solving—to keep their students and public education strong. Here are some thoughts, insights, and innovative ways of teaching shared by CEA members during this unusual time.

On March 18, veteran South Carolina English teacher Ken Buck posted the following to his Facebook page. Within days, it went viral—in the most positive sense of the word—with more than 84,000 likes, 9,300 comments, and 186,000 shares from teachers and schools across the country.

Thinking outside

the box

I miss my colleagues and students already! But we have been training and learning apps on the Google platform: Google classroom, Google Meet, and Google together, and those with better tech skills are helping the rest of us learn the basics. Sheila Delaney, special education teacher, Hale-Ray High School, East Haddam Our school has created a private Facebook group, and we’ve shared the link with all of our families via the Remind or Class Dojo texting apps. We go live daily and share resources to keep our students great experience, so it’s my hope that they entice their peers through texting/social media to join in next week! I went live in the FB group and also shared via my Google meeting a “First Day of Spring” scavenger hunt. I challenged them all to go outside or open a window and copy a bird’s tune by humming or whistling; to find a heart in nature, whether it be a rock or pebble, in the bark of a tree, or a cloud in the sky; and then I modeled a “senses” activity. They had to write or draw all of the things they could see, hear, smell, and feel. (We left taste out!) It’s definitely a learning curve. I am lucky that I use Google Classroom and another online reading program in school, so my students have been able to log in (if they have computer access at home) Hangouts. At our school, everyone is coming engaged and continuing the learning process. I had a Google Meet today and invited my students. The students who joined had a

Teaching from Home: Day 1 Middle school teachers are used to chaos, but this past week has been particularly interesting. I’m lucky enough to teach in a terrific Fairfield County public school system with the resources to provide students and staff with what we need during this challenging time. Still, my colleagues and I spent the weekend glued to our screens while juggling the creation of digital lessons with concerned emails from students and parents. Most of us had very little time to prepare ourselves, much less our students, before circumstances forced schools to close. We scrambled to create new, targeted content for our students even as we waited to find out whether the state would allow us to deliver it. Today was a “soft opening” meant to ease our students into the new learning vehicles we’ve created for their transition to distance learning. It took me two full days to plan things out, cull through all the new

Robert Walsh, a teacher at Eastern Middle School teacher in Greenwich, is writing a daily account about virtual learning. Here is his recap of Day 1.

procedures and resources, publish a working schedule for the week, and record my introduction for students and parents. What’s become clear in this “new

normal” is that it’s impossible to replicate online all we do in the classroom. We learn to adapt and distill our lessons in an effort not to overwhelm, grappling with ourselves not to let perfect be the enemy of good. Like our students, we’re doing the best we can until we can do even better. Done properly, we’re ducks on a pond, and no one can see how frantically we’re kicking underwater. That said, I already miss the kids.

and complete assignments. Alison Kirchberger, fifth-grade teacher, Hopeville Elementary School, Waterbury

PROTECTING

APRIL 2020 CEA ADVISOR 7

CEA MEMBERS, STAFF URGE PASSAGE OF LEGISLATION TO IMPROVE AIR QUALITY IN SCHOOLS

Classrooms were over 100 degrees. Crayons were melted, tables warped, magnets curled and fell off the boards, candies melted, floors buckled. Medical concerns when the temperature of the room was unbearable consisted of dizzy spells, headaches, blackouts, concentration issues, and difficulty breathing. Extreme temperatures caused mold to grow throughout the building, including in the HVAC systems. Teachers discovered mold behind ceiling tiles, around pipes, behind the wallpaper, on baseboards, on student shared materials, and around windows. We began to notice that many of us, including students, were having medical concerns that affected our ability to function. We are concerned that the exposure to these elements will have lifelong effects on our overall health.

Testimony from CEA’s members and legal team before the legislature’s Public Health Committee earlier this legislative session painted an alarming picture of classroom environments throughout the state. Dirty air vents, water intrusion, rodent droppings, and black mold have given rise to respiratory ailments, rashes, and debilitating illnesses among students and teachers. Sharing personal accounts of the conditions in their own classrooms, teachers urged lawmakers to pass House Bill 5431, An Act Concerning Indoor Air Quality in Schools— which, in light of the coronavirus pandemic, is more important than ever. If enacted into law, it would improve environmental conditions in classrooms across the state and set minimum and maximum classroom temperatures.

“Every child and every teacher in every school deserves to be in a safe environment conducive to teaching and learning,” said Stamford teacher Jessica Reap. “There is no doubt that my health and emotional well-being have suffered from having to work in an unhealthy environment. It is clear that students, teachers, and other school employees have been subjected to mold and poor air quality. There is no telling what long- term effects we may experience.” Addressing members of the Public Health Committee, Stratford teacher and 2011 Connecticut Teacher of the Year Kristen Record explained how, for years, she assumed she had seasonal allergies. Symptoms flared up every September, coinciding with her return to school. After flooding forced the replacement of her classroom carpet, she realized that the culprit behind her symptoms was

Stratford Education Association Co-Vice-President Kristen Record describes building conditions that have led to health problems for teachers and students in her district.

her school building. “We have mold in our carpets and dust in our air vents,” she said. “During the winter, kids and teachers wear coats inside and use portable space heaters to bring classroom temperatures up above 60 degrees. In warm months, we are sometimes sent home early because of the oppressive heat and humidity in our buildings.” Teachers from several other districts echoed Record’s experience. Not surprisingly, there has been a spike in the number of workers’ compensation cases involving mold and other environmental toxins in classrooms across the state. “When I started at CEA, indoor air quality cases were about five percent of my caseload,” CEA legal counsel Melanie Kolek told legislators. “Now they are 50 percent. Together with student assaults on teachers, these make up 95 percent of my workers’ compensation cases. Please read the heartfelt testimony from teachers who were too sick to come out and speak to you in person.” ‘A very dangerous profession’ Committee members agreed that sick schools are a significant problem in the districts they serve. “My district has been dealing with this for over 25 years,” said Enfield Representative Tom Arnone. Representative David Michel characterized the situation described by Kolek and others as “all too familiar.” A co-sponsor of the bill, he represents the city of Stamford, which has experienced multiple school closures, parents demanding solutions, and at least 60 teachers suffering the adverse effects of exposure to mold or other toxins. Westhill High School teacher Joe Celcis, who has been unable to teach for nearly two years, is undergoing treatment that may last for years. In written testimony, the Stamford teacher told legislators, “I am unable to fully engage in my daily activities in a normal and fruitful way. I am in constant, varying levels of pain and suffer from intense bouts of brain fog and fatigue that sometimes leave me in bed for days at a time.” “I have been out of work for three months on medical leave to regain my health,” wrote Fairfield teacher Kris Samuelson. “I have experienced a myriad of symptoms, including shortness of breath (all the time),

HB 5431 co-sponsor David Michel, state representative for Stamford, comments on teachers’ testimony. headaches, fatigue, sinus pressure, joint pain, sleeplessness, voice hoarseness, complete loss of voice, and brain fog, all at the same time.” Bill co-sponsor and Public Health Committee Vice Chair Saud Anwar, a medical doctor with specializations in treating lung diseases and critical care medicine, occupational, and environmental medicine, said, “Being a teacher is a very dangerous profession. I’m glad CEA is advocating on behalf of your members, because you are also advocating on behalf of children.” CEA pilot program For the past year, teachers in classrooms across the state have been recording temperature and humidity levels in their classrooms. CEA has collected a large data sample confirming that sweltering classrooms are indeed a problem in Connecticut schools, with temperatures in some schools reaching as high as 108 degrees. In addition, a November 2019 CEA Survey of Connecticut Teachers found that nearly three-quarters of teachers responding (74 percent) have experienced extreme hot and cold temperatures in their classrooms, and more than half (53 percent) reported environmental conditions not conducive to teaching and learning. “I hold myself to a high standard,” Record told legislators. “I want to deliver excellent instruction to my students, and they want to learn. They are the real losers in this situation, and we need to do better by them.” Public Health Committee House Chair Jonathan Steinberg agreed. “Every child deserves a good environment in which to learn.”

Testifying before the legislature’s Public Health Committee, CEA legal counsel Melanie Kolek talks about the explosion of illnesses and workers’ compensation cases linked to sick schools.

CEA, Stratford Education Association Score Major Victory in Sick School Case Thanks to the determined efforts of the Stratford Education Association’s (SEA) leaders and members, teachers’ participation in CEA’s Sick Schools Campaign, and a strong push from CEA’s legal team, a Stratford school that has been plagued with problems stemming from old carpeting and floors will get a much-needed makeover. “This is fantastic news and a huge win for us,” says SEA Co-Vice- President Kristen Record, a physics teacher at Bunnell High School, where the problems were identified. According to documents that are part of the planned project, Bunnell High School has approximately 50,000 square feet of carpeting that’s at least 20 years old, in extremely poor condition, and glued to existing vinyl asbestos tile. The plan is to remove the old carpeting, conduct asbestos abatement, and replace the floors with resilient rubber tile flooring, which is easier to clean and contributes to better air quality. After numerous complaints to school administrators, CEA filed a complaint with the Department of Labor’s Division of Occupational Safety and Health. CONN-OSHA conducted an inspection, cited Stratford Public Schools for not maintaining safe working conditions, and returned to the building twice in response to a complaint that the three citations were not posted, as required, in the school building. “Those documents are now posted in the faculty room,” says Record, “and the project is scheduled to be completed over the summer.” “Kristen really took the lead, and SEA has been a strong voice for its members,” says CEA legal counsel Melanie Kolek.

ADVOCATING

8 CEA ADVISOR APRIL 2020

More than 50 Connecticut teachers, together with CEA leaders and staff, provided compelling testimony in support of strengthening a bill that would integrate social-emotional learning (SEL) into teachers’ professional development. In a public hearing in March that stretched into the evening, dozens of teachers submitted written and oral testimony before the legislature’s Education Committee concerning House Bill 5378, An Act Concerning the Integration of Social-Emotional Learning in Programs of Professional Development for Educators in Connecticut. While educators support a bill that provides for SEL, they believe HB 5378 does not go far enough to address the severity of the social- emotional crisis in their classrooms. They asked legislators to include additional provisions that would lead to meaningful change. “The limited provisions of HB 5378 may be well intentioned, but they are woefully inadequate,” said CEA Executive Director Donald Williams, noting that most teachers and administrators are aware of SEL needs and priorities, and that simply requiring that SEL be incorporated into a school’s goals and professional development has already been achieved at many schools. “The real challenge is to provide real resources to address the needs of students,” said Williams. “New, empty mandates are no substitute for the staff and dollars that many schools lack to appropriately address social-emotional learning and trauma-informed instruction. There is a deficit of school social workers, counselors, and psychologists. There are few dollars to provide the sustained, quality services needed for student mental health and well-being. There is not enough infrastructure for the necessary outreach to families and inclusion of families in solutions for students.” “While I recognize that HB 5378 is an acknowledgement that districts need to integrate social emotional learning into their curriculum, that is all it is—an acknowledgement,” said Manchester school social worker and CEA Vice President Tom Nicholas.

Teachers urge legislators to take action

ratios for counselors, social workers, and school psychologists meet national standards • reducing class sizes and testing • limiting special education caseloads • revising the Common Core State Standards for grades K-2 • requiring districts to have plans in place to ensure an appropriate, timely, and student-centered response to disruptive students and a process for teachers to advocate for resources for students impacted by trauma Making the case for strengthening the bill were teachers from every corner of the state who shared their personal stories of dysregulated students in their classrooms, the underlying causes of student dysregulation—ranging from trauma at home to intense academic pressure on our youngest learners— and the effect that the unaddressed problem is having on students in crisis, their classmates, and their teachers. Too much, too soon Common Core Standards have made kindergarten the new first grade, according to retired teacher Ann Grosjean, who provided testimony that younger children with birthdays after September 1 are often not developmentally mature enough to successfully do the work. “This leads to social and emotional misbehavior in the classroom,” she noted. “The increase in rigor has stretched our littlest learners so thin that they are now anxious, stressed- out students who struggle to work through problems themselves,” Marlborough kindergarten teacher Amy Farrior said in written testimony submitted to legislators. “It breaks my heart to watch my students struggle, cry, throw their pencils, and crumple their papers because what I am teaching them is not developmentally appropriate. I had a student in tears as he was working through a math problem. He looked up at me and said, ‘I am not smart enough for kindergarten.’ It absolutely crushed me.” “We need to let children be children and enjoy their childhood,” said Kate Field, CEA’s Teacher Development Specialist and a former public school teacher and school administrator testifying before legislators. Trauma on the rise Field added, “One quarter of our nation’s adolescents have been diagnosed with an anxiety disorder. Thirty percent of children experience problems so severe that they require regular counseling, and that number

Many teachers turned out to testify on the importance of strengthening a bill about social-emotional learning. Among them were Stacey Paley, Windsor; Carrie Cassady, Torrington; Kristen Record, Stratford; Lisa Thomas, Windsor; Kristen Lecco, Granby; Natalie Ferreri, Granby; and Lynne DeVito, Windsor.

Relations Director Ray Rossomando, pointing to landmark legislation recently passed in Oregon that addresses not only the crisis of student trauma but also the perennial underfunding of schools. “We can do

“The real challenge is to provide real resources to address the needs of students. New, empty mandates are no substitute for the staff and dollars that many schools lack to appropriately address social-emotional learning and trauma-informed instruction.” CEA Executive Director Donald Williams

this,” Rossomando said. “We need to do this. Our students can’t wait.” “Doing nothing is unacceptable,” stressed CEA President Jeff Leake. “It is past time to address the violence in our classrooms, the loss of learning, and the trauma affecting our students and teachers. While professional development in social- emotional learning is part of the solution, it is only one piece.” Leake urged legislators to incorporate CEA’s Safe and Compassionate Learning Environment Initiatives into HB 5378. Those initiatives include • raising the kindergarten start age • establishing universal preschool • ensuring that staff-to-student

“There are no teeth, no mandates, no funding, no proven path forward for successfully implementing strategies in this bill to address the needs of dysregulated students in our schools. The old adage ‘You get what you pay for’ comes to mind.” “What is truly necessary is a comprehensive approach to addressing student trauma and promoting social-emotional learning,” said CEA Government Windsor teacher Lisa Thomas, a 35- year veteran teacher, told legislators she had never seen the level of trauma and anger in so many students as she has experienced in the past three years.