Feb-Mar 2021 Advisor

February–March 2021 • Volume 63, Number 4 • Published by the Connecticut Education Association • cea.org CEA A WIN FOR TEACHERS & STUDENTS

CEA FIGHTS COVID WITH  Restored paid quarantine leave (p. 5)  Indoor air quality legislation (p. 7)  Campaign prioritizing teacher vaccinations (p. 8-9)  School-based clinics underway (p. 9)

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LEADING

Leading: Our Perspective

While 2021 promises to be a better year than 2020, the pandemic is still very much with us and continues to alter our lives. Despite brief glimpses of normalcy, much work still needs to be done to keep our schools safe and our students learning—and educator voices must direct the conversations that determine how our schools

be needed to move all students forward, and that the circumstances causing student trauma and disruptive behaviors in classrooms before the pandemic have not lessened but have, in fact, increased. We must be prepared with the social emotional supports our students will require. (See story on page 16). The Biden administration is already working hard to ensure that nominee for U.S. Secretary of Education, Connecticut’s own Miguel Cardona, who—unlike Betsy DeVos—is a product of public education and has actual education experience, we can expect a greater understanding of and commitment to the needs of our students and public education. (See story on page 11.) In Connecticut, with the legislature in session and doing its business virtually, now is the time to speak up for the resources you and your students so desperately need. Many members have had back-home meetings with legislators to tell their stories. Please keep up that important work. CEA is advocating for changes in many areas and focusing on bills that would address student trauma, unsafe classroom disruptions,

A Hard-Fought Victory, But Our Work Continues

Jeff Leake, CEA President

need to change. One thing we know for certain is this: We are stronger when we all work together. We are so proud of all our members for standing up for their students and their colleagues. Because of your emails, ongoing CEA advocacy, and the CEA awareness campaign featuring five Connecticut Teachers

some of these crucial resources will be funded by the federal government, and our congressional delegation has promised to support efforts to bring more funding to our schools. (See story, page 10.) And with a

of the Year, CEA’s efforts to prioritize educators for vaccinations and establish district- based vaccination centers have been successful. Starting on March 1, educators begin receiving the COVID-19 vaccine, which will go a long way toward

Tom Nicholas, CEA Vice President

protecting school communities and preventing further

Donald E. Williams Jr. CEA Executive Director

disruptions to learning. Your actions and CEA’s continued meetings with the governor and other state officials resonated. Governor Lamont heard

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

our concerns, listened to the science, and decided that to keep schools open and safe for everyone, the best course of action is to vaccinate educators in March. Read more about the plan and the district- based vaccination centers on pages 8-9. Besides prioritizing educators for the vaccine, CEA has been working with the governor and state officials on a number of other important issues that impact educators. CEA has joined other members of a coalition of education unions, amplifying our voice and advocating for what is right for public education. Together, the coalition was successful in restoring paid quarantine leave for all public school employees. Thousands of educators returned postcards, made phone calls, and emailed legislators asking them to help our effort, joining CEA to restore these critical benefits. Our success once again highlights the strength of teachers’ voices. (See story on page 5.) CEA has also joined Recovery for All, a coalition of community, faith, and labor organizations committed to reducing income inequality and ensuring that Connecticut’s economic recovery is shared by all. We are grateful to the many educators who attended the Recovery for All car caravan urging the governor to focus on a state budget that reduces income inequality and ensures a bright future for all Connecticut residents. (See story on page 4.) Connecticut is one of the wealthiest states in the union, and we must not allow the status quo of inequity to continue, but instead stand against those who are ready to simply return to education in a pre- pandemic world. The past year has taken a toll on all of us, but especially on our students. We must emphasize that additional resources will

social emotional learning, indoor air quality, school funding, and teachers’ rights. The pandemic has uncovered serious challenges that are being addressed in the Pandemic and Public Health Emergency Safety bill that would establish safety, consistency, and transparency measures for any public health emergencies in our schools so that we can continue to have safe teaching and learning environments. (See story on page 6.) Over the remainder of this school year, we must carefully chart our course for the return of full in- person education. With school staff receiving vaccinations this month, we expect schools will remain open, and the long journey back to post- COVID-19 classrooms will begin, with instruction and supports that are different from the classrooms and instruction of January 2020. Educators on CEA’s Commission on Instruction and Professional Development have taken on the task of examining educators’ opinions regarding what that return should look like and will share their findings with us to help establish best practices in our schools. We know for certain that asking educators to simultaneously meet the instructional needs of students who are in their classrooms and another group of students learning virtually from home is not sustainable. And we most certainly know that we must resist all efforts to test our way out of this pandemic and must determine how to meet our students where they are, academically and emotionally. They will need our understanding, our caring, and our advocacy now more than ever. February 23, 2021

Stephanie Wanzer • Secretary David Jedidian • Treasurer

Tara Flaherty • NEA Director Katy Gale • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Day • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer February–March 2021 Volume 63, Number 4 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 USPS 0129-220 (ISSN 0007-8050) is published in August (regular and special editions), October/November, December/January, February/ March, April (regular and special editions), May/June, and summer 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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FEBRUARY–MARCH 2021 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

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LEADING CEA leaders applaud teachers around the state who amplified the call to get all educators and school staff vaccinated, restore paid quarantine leave, and reduce the emphasis on standardized tests. Those efforts have begun to pay off, but more work is ahead as we navigate the social emotional needs of our students. PRIORITIZING Money for our schools, a fair state budget, and waiving accountability for standardized testing are just three of the issues facing educators. CEA is part of a broad coalition fighting for what’s right for you and your students. RESTORING A major victory for teachers came when paid quarantine leave—which had expired at the end of 2020—was restored after a massive grassroots campaign organized by CEA and carried out by teachers and the legislators who listened to them. Read how it impacts you. With the General Assembly in session, CEA is advocating for bills that would improve school safety, protect teachers’ rights, and improve indoor air quality. Read about key legislation and how you—yes, you—can help move it forward. CEA’s widely publicized Vaccinate Educators Now campaign resulted in prioritization of educators in the current vaccine rollout phase. Read about district-based vaccination centers and how they are expected to roll out. With a new president at the helm and confirmation of a new education secretary—Connecticut’s own Dr. Miguel Cardona—in progress, the future of public education is looking brighter. REPRESENTING The NEA RA is in the offing, and the governance structure is shaping up. Meet the newly elected delegates, as well as county directors elected to CEA’s Board. If your local has fewer than 76 members, find out how to become county cluster delegates to the 2021 NEA RA. CEA-RETIRED Retired teachers often stay active in education, and South Windsor’s Marcia Lee, who’s been substitute teaching ever since, is no exception. Hear what keeps her involved and why you should join the ranks of CEA-Retired when it’s your turn for a new chapter. COUNSELING Hear from school counselors in East Granby, Montville, and Stamford, all helping their students navigate school in a time of pandemic. Headlining a campaign to get their colleagues vaccinated were five Connecticut Teachers of the Year, shown here at Windsor High School: (L-R) Meghan Hatch-Geary, David Bosso, Kristen Record, Rochelle Brown, and Sheena Graham. Read the full story, pages 8-9.

President Biden Extends Holiday on Student Debt Repayment As promised, on his first day in office President Joe Biden extended the moratorium on federal student loan payments to September 30, 2021. No payments are due, and interest rates have been reduced to zero percent on federal loans only. If you are a candidate for Public Service Loan Forgiveness, and repayment plans, with half of the borrower’s debt erased after five years and perhaps any

you will be credited as having made payments toward the 120 needed to qualify for forgiveness. (The payment suspension does not apply to commercially held FFEL loans, Perkins loans, or any private loans. Anyone holding these types of loans should contact their servicer or lender directly to see if any relief options are available.) Additional student debt relief options that have been discussed would require congressional approval, including: • Forgiving up to $10,000 or perhaps as much as $50,000 in student debt on undergraduate loan balances, phased out for individuals earning $125,000 or more • Revising income-based repayment plans, with borrowers paying five percent of discretionary income rather than the current 10–20 percent • Overhauling PSLF to include more loan types

remaining balance forgiven after another five or 10 years “It’s likely that additional forms of forgiveness are going to be coming at some point,” says Cambridge Credit Counseling Director of Education Martin Lynch, “so teachers might want to consider delaying any private refinancing or consolidation of their federal loans, because doing so now would make those loans ineligible for changes, revisions, and lump-sum forgiveness that could come under the Biden administration.” Assistance with navigating student debt repayment is available at no cost to CEA members from Cambridge Credit Counseling. Contact Todd Friedhaber ( tfriedhaber@cambridgecredit.org or 800-527-7595, ext. 5373) or Martin Lynch ( mlynch@cambridgecredit.org or 413-883- 3390).

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6-7 LEGISLATING

Teachers Can Apply PPE Costs to $250 Educator Tax Break Thanks to a federal coronavirus economic relief package, teachers will be able to apply the cost of PPE and other supplies to prevent the spread of COVID-19 in their classrooms toward the $250 educator expense deduction on their federal taxes. The deduction is retroactive to March 12, 2020. For eligible educators—K-12 teachers, counselors, and others who worked at least 900 hours in an elementary or secondary school—expenses that have traditionally qualified for the $250 deduction ($500 for joint filers who are both eligible educators) include books, supplies, computer hardware and software, professional development, and other supplementary materials that teachers purchase for their classrooms without reimbursement from their districts. “Of course, we know that on average our teachers spend far more than $250 a year on their classrooms,” says CEA

8-9 VACCINATING

President Jeff Leake, adding, “PPE has now become an essential classroom supply—a cost that districts, and not teachers, need to cover. Nevertheless, this is a step in the right direction, and we will continue to press for more relief to ensure our teachers and students are protected.” For more information, contact your tax preparer or visit irs.gov/taxtopics/tc458.

10-11 PRESIDING

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Understand and Plan Your Retirement The last year—working through a pandemic and pivoting from in-person to remote instruction and back—has prompted many educators to think about life outside the classroom. No matter where you are in your career, it’s never too early to start planning for retirement, and CEA is here to help.

Attend a virtual workshop hosted by CEA Retirement Specialist Robyn Kaplan-Cho, who covers all issues related to the State Teachers’ Retirement System, including retirement eligibility, choosing a plan, purchasing additional service, Social Security, retiree health insurance, and more. Workshops are free and open to all CEA members. Sessions are limited to the first 100 registrants and fill up quickly. Each session runs from 4:00 to 6:30 p.m. and includes ample time for Q&A. Sign up now at cea.org/retirement-workshops .

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CEA Communications Wins Multiple Awards for Excellence

CEA’s Communications Department was recently recognized, in a virtual awards ceremony, by the Connecticut chapter of the Public Relations Society of America. Competing against some of the state’s largest and most prestigious advertising and public relations firms, CEA took home four PRSA Mercury Awards. • A gold award went to the association’s flagship publication, the CEA Advisor , along with a bronze award for the CEA Advisor Special Edition , released in the early weeks of the COVID-19 pandemic. • Earning a silver award was the association’s Teaching Is Calling You public awareness campaign, aimed at diversifying the teaching profession and encouraging Connecticut’s Black and brown students to explore careers in education.

• The CEA blog, which keeps busy teachers informed about education developments, took home a bronze award. Subscribe to CEA’s blog at cea.org/blog and never miss a story. “Effective and ongoing outreach to members, legislators, the media, and the general public is paramount for our success as we advocate for teachers,” says CEA Communications Director Nancy Andrews, adding, “During the pandemic, communication became more important than ever as schools began operating remotely, new protocols were being developed, and issues arose around everything from safety to equity. We are proud to be recognized by the PRSA for industry excellence, and we’ll continue to work hard to ensure our members are empowered, informed, and heard.”

ON THE COVER

PRIORITIZING

4 CEA ADVISOR FEBRUARY–MARCH 2021

COALITION URGES STATE BUDGET THAT CREATES RECOVERY FOR ALL A coalition of community, faith, and labor organizations committed to reducing income inequality is urging Governor everyone, not just the wealthy, can thrive “Communities across Connecticut have come together during the pandemic, determined to

Lamont to support an economic recovery that all Connecticut residents can share. The Recovery for All coalition, which includes CEA, points out that years of disinvestment have left

help each other and leave no one behind,” the letter read, in part. “Now, together, we must do the same as a state.” are in the process of analyzing details of the CEA leaders and staff

the state poorly positioned to endure a crisis like the one COVID-19 has created. In a letter citing statistics about Connecticut’s food insecurity and health and wealth disparities, the coalition called on the governor to • Make historic investments in education, workforce development, healthcare, affordable housing, and other vital public services that undo the inequities and disparities in our state budget • Address the vast income inequality that impedes economic growth • Fairly update our tax code to progressively redistribute tax burdens, fortify state finances, and meet unmet human need • Build a strong economy where

governor’s proposed budget, which they say delays a planned phase-in of increased education funding for schools in impoverished communities. “Well-resourced schools have never been more important to Connecticut students than they are during the pandemic,” said CEA President Jeff Leake. “Our students deserve better than what this budget provides, and we will continue to work to achieve a real recovery for all.” To bring greater attention to its mission, the Recovery for All coalition held a car caravan on February 20 that drove past the governor’s mansion. Leake and other CEA leaders and members participated.

L-R: CEA Executive Director Don Williams, NEA Director Katy Gale, CEA Vice President Tom Nicholas, and CEA Secretary Stephanie Wanzer join CEA President Jeff Leake, who spoke at the Recovery for All rally.

Avon Education Association President Jon Moss participates in the car caravan with son Charlie and daughter Caroline, both West Hartford students.

Region 14 Teachers Organize, Vote No Confidence in Superintendent Administrator placed on leave after BOE, central office, spouses cut vaccine line

Connecticut Seeks Accountability Waiver for Standardized Tests The State Department of Education has requested a waiver decoupling standardized tests from aspects of school accountability, including summative school ratings, categorizing schools, and identifying new turnaround and focus schools. (Existing categories and statuses would remain in effect.) The request comes as schools continue to operate in a pandemic. Although the Biden Administration announced on February 22 that states will not be allowed to cancel federally mandated standardized exams this school year, they will be granted flexibility in how tests are administered and used. The requirement that 95 percent of eligible students be tested can be waived, allowing more students to opt out, and states can request that standardized tests not be tied to school accountability measures. In a letter to President Biden earlier this year, CEA asked that the U.S. Department of Education suspend federally required standardized tests for the current academic year—just as they did last year, when the pandemic shut down schools. While some have maintained that standardized test results can point to areas of student need and help in decisions about where to allocate resources, CEA points out that there are far better, more reliable ways of assessing poverty, racial inequities, and school funding disparities. “While the Every Student Succeeds Act requires that states administer standardized exams, those results cannot be considered valid, reliable, or useful in the midst of a pandemic that has created a dire mental health crisis for our youth,” says CEA President Jeff Leake. “Anxiety, trauma, food insecurity, and substance abuse are pre-existing conditions exacerbated by the pandemic, and testing will only compound the high levels of stress students and teachers are already experiencing. In addition, the costs of administering tests this spring—including lost instructional time and attention diverted from students’ most pressing needs—far outweigh any perceived benefits.” He adds, “We are disappointed with the U.S. Department of Education’s decision to require standardized testing this year, but we are hopeful that the latitude afforded to states will allow Connecticut greater flexibility in how tests are administered and used. Our educators need to focus on their students’ social and emotional well-being, not on unreliable testing data.” As of now, remote and in-person administration of SBAC and NGSS in Connecticut will be as follows: • Students participating in a full in-person or hybrid learning model must be tested in person. • Remote learners who can be tested in person should be tested in person. • Remote proctoring, which includes video monitoring, is available only to those students who are fully remote and cannot test in person or in an alternate secure district location. Secure browsers are required, and a remote proctoring tool will allow proctors to message with students in real time.

came after a week of job actions by school staff, who wore buttons and held a walk-in as a show of solidarity and protest. At the elementary school, parents decorated cars and honked their horns in support of teachers, and middle school families rang bells. “I’m super proud of our members,” said York, who described the job actions as a unifying experience. “Lots of people pitched in to make the vote a success. The more people who get involved, the stronger the union.” “We stand with Region 14 teachers, and we applaud them for sticking together and advocating for one another,” said CEA President Jeff Leake. The State Department of Public Health has launched an investigation into the situation, with DPH spokeswoman Maura Fitzgerald clarifying, “School board members and their spouses are not included in the education and child care worker category.” At the NTA’s urging, the Board of Education has also launched an investigation into the superintendent’s actions.

After a vaccine clinic in Region 14 gave priority to board of education members, central office employees, and spouses who don’t work in the district, 97 percent of school staff voted in favor of a show of no confidence in the superintendent. Superintendent Joseph Olzacki has since been placed on administrative leave, pending an investigation. The Nonnewaug Teachers Association (NTA) and other district unions felt the vote was necessary after a vaccine clinic placed various noneducators and their family members ahead of teachers with underlying health conditions who work in person with students every day. Only a handful of teachers received the vaccine at the clinic before the supply ran out. Although teachers were not yet eligible for vaccination in Connecticut at the time, the clinic involving Region 14 was scheduled before the state prioritized residents 75 and older in group 1B. Due to logistical challenges, the clinic was allowed to proceed by the State Department of Public Health. In the days after the clinic, NTA President Chris York said residents,

teachers, and staff members contacted him asking, “How could this happen? How could people who don’t spend their day with kids receive their vaccine before staff members who spend time with kids every day?” The no- confidence vote

Region 14 teachers wore buttons in a show of solidarity.

RESTORING

FEBRUARY–MARCH 2021 CEA ADVISOR 5

CEA MEMBERS MOBILIZE FOR PANDEMIC RELIEF, PROTECTION

T hanks to the collective actions and voices of CEA members, teachers and students are closer to gaining more of the protection they need and deserve during a pandemic that has impacted the way we teach, live, and learn. • CEA scored an important victory when the governor restored paid quarantine leave for teachers—thanks to thousands of postcards members mailed to their legislators and a coalition of unions reaching out directly to the governor. (See story, this page.) • CEA also successfully led the fight to get educators vaccinated as soon as possible so that in-person learning can resume safely. (See story,

pages 8–9.) In spite of assurances that schools are “safe havens” during COVID, the risks of full in-person learning are obvious. No teacher should have to choose between his or her life and livelihood. • Because instructional time and students’ social emotional needs should take priority, CEA asked that high-stakes standardized testing be suspended for the 2020-2021 school year, as it was in the early months of the pandemic. While the Biden administration has not cancelled federally mandated tests, states are allowed to waive the requirement that 95 percent of students participate and that tests be tied to school accountability measures. (See story, facing page.)

VICTORY: PAID QUARANTINE LEAVE RESTORED FOR TEACHERS

A strong, organized campaign led by CEA and other members of a coalition of education unions has resulted in restored paid quarantine leave for public school educators and staff. After paid quarantine leave for educators expired, on December 31, the Board of Education Union Coalition, representing teachers, paraeducators, and other education support staff, pressed for an extension. The group drafted a letter to the governor, and CEA engaged all its members in a large-scale campaign to have those provisions extended. Every member received a packet explaining the issue. The packet included postage-paid cards to mail to legislators, asking the governor to reinstate paid quarantine leave during a pandemic that is still very much with us. Coalition leaders and members made

voices were heard,” says Farmington Education Association President Jim McNamara, who—on the advice of CEA UniServ Rep Justin Zartman— communicated with FEA members about the need to get involved in the campaign. “Hundreds of our members quickly turned this around, sending postcards to their senators and representatives asking for their support in extending paid quarantine leave.” Expired provision hits home McNamara explains that some of the district’s greatest concerns centered on teachers who needed to stay home because their own children were quarantined or because their children’s schools or day care centers had to close due to COVID. After exhausting five personal days, those educators would be forced to take unpaid leave each time a child needed to stay home. For teachers with more than one child, the problem was compounded. FEA Vice President and 17-year veteran teacher Jeremy Pilver, the father of a ten-month-old, knows firsthand the importance of the safety net that allowed him to care for his child last fall, before FFCRA and EPSLA provisions expired at the end of the year. Some educators have also had to quarantine more than once, he explains; the expired paid quarantine leave was devastating for them. Having worked in state-level politics before his teaching career, Pilver also understands the value of advocacy. “Teachers are so busy,” he acknowledges, “and they’re the first to sacrifice themselves. They have so many responsibilities, and the challenges of this year have been immense. But it’s incredibly important for teachers to advocate for themselves, reach out to their elected senators and representatives, and make their challenges understood. I’m glad they took time out of their busy schedules to do this. It worked.” Personal touch Before mailing her postcards, Farmington building representative and 16-year veteran teacher Wendy Bourget decided to write her phone number on each card, inviting legislators to contact her. “I jotted down, ‘I really wish I could explain what’s happening,’ because they need to hear our stories,” she recalls. The very next day, Bourget received a call from Representative Eleni Kavros DeGraw, who noted the sheer volume of postcards she’d begun receiving from teachers. Kavros DeGraw noticed that Bourget handwrote a note with her phone number, so she

“Justin offers great advice to his local associations, and he fights for all of them,” McNamara adds. Mission accomplished Governor Lamont’s Executive Order 10 grants 80 hours of paid leave for employees who have not used all of those hours. Schools can no longer require their teachers to use paid contractual time if they haven’t used the 80 hours, and any teacher forced to use his or her sick time or take unpaid leave between January 1 and February 4, 2021, will be paid retroactively and/or reimbursed their sick time. The order will

reached out to learn more. “Eleni represents the towns of Avon and Canton and was going to an Avon Board of Education meeting, so she wanted to understand ahead of time what teachers, her constituents, were facing. Teachers responded so genuinely, and she was determined to help us.” When she heard from her representative, Bourget immediately texted her colleagues, urging those who hadn’t already mailed their postcards to include their phone numbers on them.

“OUR TEACHERS FELT VERY STRONGLY ABOUT THIS AND TOOK TIME OUT OF THEIR ALREADY BUSY SCHEDULES TO ENSURE THEIR VOICES WERE HEARD.” Farmington Education Association President Jim McNamara

continue until the duration of the Public Health & Civil Preparedness Emergency. “The governor and his staff listened to educators’

voices and took action on this important issue,” says CEA President Jeff Leake, explaining that many school districts were not accommodating educators’ requests to work remotely or receive paid leave when those educators were forced to quarantine. “This executive order helps ensure that we have consistent policies regarding how school districts handle quarantines and leaves in our public schools.”

The strategy paid off. Pilver heard from Chief Deputy Senate Republican Leader Kevin Witkos, who, he says, has always been good at responding to constituent concerns. Senate Deputy Majority Leader Derek Slap, whose wife is a teacher and whose district includes Burlington, West Hartford, and parts of Farmington and Bloomfield, contacted every single educator whose phone number was on a postcard he received. “He is clearly sympathetic to our cause,” says McNamara. “Derek got our postcards, he made those calls, and he pressured the governor with a letter asking for an extension of paid quarantine leave.” No time to quit On Pilver’s advice, teachers followed up with another campaign, writing to their legislators and keeping the pressure on. “It was Wendy’s idea to add our phone numbers on the first mailing and Jeremy’s idea to pile on with a second letter,” McNamara says. “We saw that as our only option. Teachers were down to personal days or unpaid leave to stay home with their own children who were quarantined or whose districts had to go to remote learning. This was an issue that school administrators could have helped with. They should have joined with us in putting pressure on the governor and saying, ‘We need to take care of our people.’” Banding together, he says, teachers got the job done. Amid all of this, Pilver says, “Our CEA UniServ Rep was fantastic. Justin is tireless in his support for our teachers, and he makes the work we do, as union leaders, possible.”

Farmington teacher Jeremy Pilver understands firsthand the importance of paid leave for teachers who must quarantine or care for their children in a pandemic. phone calls and emails, and CEA Communications kept the issue in the media spotlight. The Coalition’s swift, collective action made a tremendous difference. Hearing from thousands of CEA members and other education stakeholders who contacted their legislators, Governor Lamont signed an executive order requiring all local and regional boards of education to provide paid leave consistent with the provisions of the Emergency Paid Sick Leave Act (EPSLA) of the Families First Coronavirus Response Act (FFCRA). “Our teachers felt very strongly about this and took time out of their already busy schedules to ensure their

Farmington teacher Wendy Bourget connected with Rep. Eleni Kavros DeGraw on the issue of paid quarantine leave. DeGraw, who received handwritten notes from CEA members telling their personal stories, says, “I shared the stories on many a conference call, which I think helped on the paid leave piece.”

LEGISLATING

6 CEA ADVISOR FEBRUARY–MARCH 2021

CEA: A STRONG VOICE FOR TEACHERS IN THE LEGISLATURE Top priorities for 2021 include school safety, funding, teachers’ rights W ith the legislative session underway, CEA is closely monitoring proposals that impact teachers, students, and public education. Watch for CEA Action Alerts in your inbox, stay connected, and make your voice heard on key issues. • Teacher input into resources and interventions available to students • A shift in emphasis from standardized testing to social and emotional learning

temperature control in every school building. (See story, facing page.) Further, and to this end, CEA will work with the coalition toward establishing a progressive state system of taxes mandating that billionaires and wealthy corporations contribute their fair share to the financial health of our state, and that families—Black, white, and brown—no longer bear the burden of an unfair tax system. Working with coalition partners, CEA proposes tax reform that is fair in order to generate revenues to help workers and working families, as well as students and their families, by: • Increasing funding for education improvements • Reducing local property tax burdens • Investing in healthcare and housing

immediately forward the information for inclusion in the state’s COVID-19 school dashboard. The state website should have a continuing tally of COVID-19 cases by school or building, and the number of individuals—delineated by staff and students—who need to quarantine. Teachers must be included on local committees that decide who requires contact tracing and/or quarantining in the case of positive COVID-19 cases. Prevention. Consistent statewide protocols must be established for reporting and public notification of positive COVID-19 cases, contact tracing and quarantines, social distancing, COVID-19 testing, and PPE availability. Social distancing standards must be strictly followed, not required only “where possible,” and the State Department of Public Health must create a cleaning plan for use in all school buildings and municipal offices, with a checklist for specific tasks. HVAC systems must be inspected and upgraded where necessary to minimize the spread of viruses. Student learning and development. The dual teaching setting must be phased out, with educators teaching either remotely or in person—not both at the same time. Safe and Compassionate Learning CEA is advocating for a comprehensive proposal, presented to chairs of the Education Committee, that addresses student

Pandemic and Public Health Emergency Safety One of the most problematic issues teachers have faced during the pandemic is a lack of consistency and transparency when it comes to coronavirus reporting and protocols in their schools. Some districts have done a better job than others keeping teachers informed, involved, and safe. CEA presented this measure to the Education Committee and is seeking emergency legislative action to address the following: Transparency and teacher input. Local boards of education must make public, within 24 hours, COVID-19 incidents by school or

Teachers’ Rights CEA continues to advocate for teachers’ rights to negotiate salaries, health insurance, working conditions, and other benefits and mitigate against any Supreme Court decisions that would erode teachers’ unions. A bill under consideration this legislative session would ensure that teachers, through their unions, can freely advocate for better working conditions and are provided with accurate information about their employment and profession. Public School Funding CEA is advocating for legislation that would equitably fund public schools, prohibit towns from using state education dollars for non- education purposes, and ensure that federal dollars meant to supplement school funding because of COVID are used for that purpose—not to supplant state Education Cost Share funding. State Budget Connecticut must craft a budget that meets the needs of all of its residents. The crises of systemic racism, COVID-19, and economic hardship have taken a devastating toll, and teachers have witnessed the resulting inequality in their classrooms and during virtual learning. Students and their families are suffering. This is why CEA will continue to be an active member of Recovery for All. This coalition of unions and like- minded organizations is working to ensure that the budget adopted by the General Assembly includes an increased investment in public education, public services, good jobs, healthcare, affordable housing, and infrastructure that includes proper ventilation, air quality, and

building (including positive cases and

the number of those exposed and quarantining) and

Legislators Want to Hear Your Story One of the most effective ways of stopping bad bills and moving good ones forward is to speak directly to the lawmakers in charge of those decisions. Elected officials learn a lot about what it’s like working in a classroom when they hear from teachers; you are the experts, and legislators want your feedback and your stories. Use our legislator lookup ( cea.org > Legislative > Find Your Legislators ) to email your senators and representatives, and consider submitting written testimony or testifying via Zoom on key bills. Learn more at cea.org/cea-top- legislation-action .

trauma, unsafe classroom disruptions, and student disengagement by ensuring • Universal pre-K

• More school counselors, social workers, and paraprofessionals • Reduced special education caseloads and class sizes

JAHANA HAYES INTRODUCES SAVE EDUCATION JOBS ACT OF 2021 Congresswoman, former teacher seeks to protect 4 million education jobs U.S. Representative Jahana

2021 would establish an Education Jobs Fund to stabilize the education workforce, delivering up to $261 billion to states and school districts over ten years. Ninety percent of the funding from this bill would go toward saving the jobs of teachers, school leaders, school psychologists, social workers, nurses, bus drivers, paraprofessionals, librarians, and others from inevitable budget cuts because of the COVID-19 crisis. Local school districts could also use this funding to hire more teachers to meet their increased need. The remaining ten percent of the funding could be used to enhance teacher professional development, support educators, provide mental health services, and prevent further erosion of the workforce. The bill also includes a provision to safeguard and promote equity, by ensuring

disparities, increased student mental health needs, and left far too many students behind,” said Hayes. “The cuts we are already seeing throughout the country and can expect to continue seeing in the future are devastating for students and the future of public education. We need to invest in more supports to ensure that schools can meet these needs and challenges during and after the pandemic. Teacher job losses have long-lasting impacts on the quality and efficacy of learning in our communities and only further entrench growing disparities in our communities and highest-need districts. It is time the federal government upholds its responsibility for students and recognizes the urgency of this moment.”

Hayes, a former Waterbury public school teacher and 2016 National Teacher of the Year, has introduced the Save Education Jobs Act of 2021. The bill, which has the endorsement of CEA and AFT Connecticut, would save nearly four million education jobs and help mitigate the impacts of students’ learning loss as a result of the COVID-19 pandemic. Without sufficient federal funding, Connecticut stands to lose 10 percent or more of its education workforce, including support staff who provide important services for students and schools. “These jobs must be protected to ensure schools remain the same robust and holistic centers of learning on the other side of this pandemic and recession,” Hayes said. The Save Education Jobs Act of

U.S. Representative Jahana Hayes

continued funding for high-poverty school districts. “Despite the heroic work of our educators, we know that COVID-19 has undone months of academic gains, exacerbated existing

LEGISLATING

FEBRUARY–MARCH 2021 CEA ADVISOR 7

CEA CONTINUES PUSH FOR SCHOOL INDOOR AIR QUALITY STANDARDS CEA’s push to improve school air quality, which began ahead of last year’s General Assembly session, has taken on even greater urgency this year with the ongoing threat of “Every morning and afternoon, teachers recorded the temperature and humidity levels of their classrooms into an online database,” she recalled, testifying before the

dizzy spells, difficulty breathing, low blood pressure, equilibrium issues, blackouts, burning eyes, joint aches, pain, intestinal issues, headaches, vertigo, tinnitus, brain fog, memory loss, and allergic rhinitis. “In October 2018, doctors discovered I’m allergic to molds,” she told legislators. “The following August I had sinus surgery from bacteria buildup caused by exposure to my environment.” That environment

COVID-19. Efforts to pass indoor air quality legislation last year—when the pandemic cut the legislative session short—have resumed in earnest, with CEA leaders, members, and staff testifying on a bill that sets standards for safe heating, ventilation, and air conditioning in schools. “Many of Connecticut’s schools have been plagued by extreme temperatures and mold that have caused serious illness among teachers and students, as well as obvious disruption to learning,” says CEA legal counsel Melanie Kolek, who has been advocating for members on various fronts, from workers’ compensation cases to legislation. “The current threat of coronavirus, which is largely an airborne pathogen, only exacerbates the problem,” she says. Testifying virtually before the legislature’s Public Health Committee on Senate Bill 288: An Act Concerning Indoor Air Quality, Kolek said, “Over the course of at least the last four years, we have seen a spike in the number of cases involving exposure to mold and other environmental toxins in schools and classrooms.” In that time period, she pointed out, at least 60 teachers in Stamford alone suffered from mold and toxin exposures at school, many with persistent health effects. The rate of student illness, she added, is equally staggering. “As I testified before you last year, the 2019-2020 school year was by far the worst in terms of the numbers of teachers falling seriously ill just by showing up for work.” Telling their stories Several Stamford educators testified on the bill, as did 2011 Connecticut Teacher of the Year and Stratford Education Association Vice President for Secondary Schools Kristen Record, who teaches physics at Bunnell High School. Record helped lead CEA’s statewide investigation of extreme classroom temperatures in 2019- 2020.

Public Health Committee via Zoom. “The results were astounding. As we moved from May into June, and then again from August into September, we saw classroom temperature levels regularly in the 80s, often in the 90s,

“AS A RESULT OF WORKING IN THIS UNSAFE ENVIRONMENT, MY HEALTH HAS SUFFERED, AND I AM CONCERNED FOR THE HEALTH OF EVERY STUDENT AND EMPLOYEE WHO HAS BEEN EXPOSED TO THESE CONDITIONS.” Jessica Reap, Stamford teacher

included excessive heat and cold stemming from problems regulating the HVAC systems in each classroom, rodents getting into the main HVAC system, and other factors. Rakoczy chronicled numerous incidents of poor air

Setting standards, finding funding Reap and her colleagues asked legislators to pass SB 288 and strengthen it with language addressing minimum and maximum classroom temperatures. That temperature range, said CEA Executive Director Donald Williams, should be maintained at 65-78°F, with a maximum relative humidity level of 65 percent. “For perspective,” he told legislators, “this is the same temperature standard required by our Department of Agriculture

and even above 100°F. Then came the winter, when heating systems failed and teachers and students alike spent days in cold classrooms, wearing coats and gloves. Teachers across the state would bring space heaters into school to keep their classroom temperatures above 65°F. When was the last time you had to regularly work in an office where the temperature was in the 80s or 90s?” Record asked legislators. “Or needed to wear your coat all day because it was only 60 degrees in your office? And yet these are the conditions we are asking our teachers and kids to endure while trying to deliver and receive a high-quality education.” Record also shared her own personal story of health issues traced to mold, inadequate cleaning and ventilation, and poor indoor air quality that had plagued colleagues in her school building for years. “And then came the COVID pandemic,” she said, “further exposing the horrible infrastructure problems in schools across the state. How are we supposed to believe that the same systems that are unable to regulate temperatures properly in our buildings are going to help keep us safe from COVID? The same systems that weren’t properly maintained to mitigate dust and mold in the air are still there. And let’s remember, what affects our teachers also affects our students.” Melanie Rakoczy, who has worked at Stamford’s Westover

quality and dangerous indoor temperatures, including a classroom over 100 degrees, with melted crayons, warped tables, buckled floors, and curled magnets falling off the boards. Also sharing his personal story was Westhill High School teacher Joe Celcis, who has been out of work since November 2018 due to illness caused by years of exposure to black mold and other adverse environmental factors in his classroom and school building in general. “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,” he said, “and am currently undergoing treatment that may last for years. If not for the advocacy of the Stamford and Connecticut Education Associations, I am positive that I would have never gotten the treatment and protection that I deserved.” Fellow Westhill teacher Jessica Reap confirmed that she, too, has been working in an environment “with serious mold problems, water intrusion, poor air quality, and HVAC and ventilation systems that have not been properly cleaned and maintained—issues documented in Stamford’s own Mold Task Force report, ‘How Did We Get Here?’” She testified, “As a result of working in this unsafe environment, my health has suffered, and I am concerned for the health of every student and employee who has been exposed to these conditions.”

“WE PROVIDE CLEARER STANDARDS FOR PETS IN PET STORES THANWE DO FOR CHILDREN IN SCHOOLS. WE CAN DO BETTER.” CEA Executive Director Donald Williams

regulations for pet shops. Just to underscore that point, we provide clearer standards for pets in pet stores than we do for children in schools. We can do better.”  Senator Saud Anwar, a pulmonary physician and vice-chair of the legislature’s Public Health Committee, confirmed, “The number of teachers we see and health-related challenges they have from their indoor environment is pretty significant. I see Department of Corrections people and teachers at the same level—that’s how bad indoor environment is in both places. And our children are in the same spaces, where they’re spending a big part of their day. The indoor environment exposure is quite significant.” Expressing optimism for the bill, he said, “I think we will probably hear agreement on this across the board—that there is a problem.” Also expressing support for the bill was Representative Tom Arnone, who added that it must address not just indoor air quality but school environmental quality as a whole. “Air quality is a misnomer,” Kolek agreed. “This is building condition quality.” To enable school districts to bring HVAC systems into the 21st century and help prevent the transmission of viruses, mold, and other toxins, Williams, Kolek, and Connecticut Council on Occupational Safety and Health Co-chair Steve Schrag proposed the use of school bonding construction funds for building remediation. “The money is there,” said Kolek. “It’s just a matter of making it a priority. It has to be—for our kids, it has to be.”

Elementary Magnet School since 2001, said that for ten years or more, there was no explanation for the health symptoms she was experiencing, which included

Above and right: Poor indoor air quality, water intrusion, and other factors have created hidden health hazards in schools— like mold discovered in Stamford classrooms.

VACCINATING

8 CEA ADVISOR FEBRUARY–MARCH 2021

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WE DID IT: CEA VACCINE PRIORITIZATION CAMPAIGN, PUSH FOR SCHOOL-BASED CLINICS SUCCESSFUL

After CEA’s widely publicized campaign to prioritize educators for COVID vaccines, and the Board of Education Union Coalition’s push to make them available at school-based clinics, Governor Ned Lamont announced that teachers and school staff would be next in line for vaccinations, beginning March 1, and that school-based vaccination clinics would be established to make the process seamless. CEA, together with fellow members of the Coalition, outlined their proposed plan and priorities with Lamont administration officials, and CEA followed up with a public awareness campaign featuring five Connecticut Teachers of the Year and airing on all of the state’s major network television stations as well as on digital media. The message was simple: Vaccinate Educators Now. A shot in the arm for public education While the governor recognized that educators and staff should be prioritized, by mid- February Connecticut had not yet joined more than half the states across the country already vaccinating educators. Calls to immunize teachers and other school staff reverberated not only within the borders of our state but on a national level, with President Joe Biden and Vice President Kamala Harris joining health experts in saying teachers should be moved up in priority to receive the vaccine. The governor’s announcement on February 22 that Connecticut would prioritize educators and other school employees in this phase of the vaccine rollout was applauded by teachers as well as parents and students who had been waiting for a solution to make in-person learning safer.

AND

CEA’s public awareness campaign to prioritize educators featured Connecticut Teachers of the Year David Bosso, Sheena Graham, Kristen Record, Meghan Hatch-Geary, and Rochelle Brown.

“Nearly a year after the pandemic forced schools to shut down, no one is more eager for a full reopening than teachers, who understand the myriad advantages of in-person instruction and the hurdles of going remote,” said CEA Executive Director Donald Williams. “This next phase of vaccines moves our state forward in a sensible and equitable way.” “The state heard our concerns, listened to the science, and decided that to keep schools open and safe for everyone, the best course of action is to vaccinate teachers and staff,” said CEA President Jeff Leake. “Prioritizing teachers and other school employees makes sense because of the need for safety in our schools and the benefit students receive from in-class education. Parents appreciate knowing they can go to work while their children are being safely educated.” Vaccinating teachers will not only allow schools to reopen but also to stay open—and that’s critical. Anyone who has had to pivot from in-person to remote instruction and hybrid models understands how challenging these shifts can be, and how disruptive to students, teachers, and families alike. The primary reason Connecticut schools have had to close repeatedly throughout the pandemic is because of staffing shortages resulting from the need to quarantine. Under the CDC’s new guidance, however, teachers who are fully vaccinated against COVID would not need to quarantine— meaning schools could reopen safely and keep their doors open. Fully vaccinating teachers, and therefore fully reopening schools, will also allow for a steadier reopening of Connecticut’s economy, as greater numbers of parents can return to work knowing that school staffing shortages and shutdowns are unlikely. “The ripple effects of school closures due to COVID spikes and quarantines cannot be overstated,” said Leake. “The same can be said for the positive impact of vaccinating teachers. The way to open

GETTING THE WORD OUT If we prioritize full school reopening, we must prioritize vaccination of teachers. That was the central message of a broad-based CEA campaign that included television and web-based ads, op-eds, press conferences, and a statewide petition to give teachers the much-needed, long-overdue protection they deserve. A press conference held in mid-February to coincide with the release of CEA’s Vaccinate Educators Now public awareness campaign garnered media coverage by every local television station as well as national networks, newspapers, and radio programs. The day after the governor announced teachers would be prioritized, CEA aired “thank you” ads. Headlining CEA’s Vaccinate Educators Now and “thank you” ads were five Connecticut Teachers of the Year: • Rochelle Brown, kindergarten teacher at Poquonock School in Windsor (2021) • Meghan Hatch-Geary, English teacher at Woodland Regional High School in Regional School District 16 (2020) • Sheena Graham, choir teacher at Harding High School in Bridgeport (2019) • David Bosso, social studies teacher at Berlin High School (2012) • Kristen Record, physics teacher at Bunnell High School in Stratford (2011) “I am thankful for Governor Lamont’s quick response in regard to getting teachers vaccinated sooner, rather than later,” said Brown. “As we continue to diligently use all protective measures, I am feeling confident that receiving the vaccine will allow educators to be there for our students in person with far fewer school closures. This will allow for continuous, uninterrupted learning, social interactions, and building relationships, which are all such important factors to the well-being of our students.” “We know the governor and his team were tasked with the monumental and unprecedented responsibility of ensuring an effective and equitable vaccine rollout,” Hatch-Geary acknowledged. “We recognize the pressure and the weight of these choices, and we are grateful they made this prudent and wide-reaching decision, one that prioritizes education and that will positively impact so many communities in the state of Connecticut, including all of our students and their families.” “Receiving the vaccine, along with my colleagues, is something I am really looking forward to,” Graham shared. “In addition to the physical health benefits, it will provide an increased level of comfort in the classroom, give a much-needed boost to morale, and improve the social emotional health of students, parents, educators, and the community.” “Prioritizing educators for vaccination is the right thing to do,” said Bosso. “It is a reflection of the inestimable significance of education in our society and the life-changing work that is carried out in our schools every day. As an important step toward a return to normalcy, educators will be better positioned to provide the safest and most productive educational experience possible for all of our students.” “I’m proud to have been part of this campaign that advocated not just for teachers to be vaccinated, but all school employees,” said Record. “In a time where so often I feel like things going on in the world are out of my control, this was something tangible I could do with a group of people to make a difference. This type of advocacy shows that we really are ‘stronger together.’” The ad, which opens with masked students walking into school, begins with the narration, “If we want to keep schools open, medical experts say vaccinate teachers and staff.” “We need to vaccinate teachers,” says Dr. Anthony Fauci. “Teachers are a priority.” Connecticut’s Teachers of the Year, masked and standing several feet apart, deliver the message, “Let’s make it a priority in Connecticut and get

Berlin teacher David Bosso is eager to get vaccinated so that in-person learning can be safe for his students and colleagues.

schools safely and keep them from having to shut down is to implement CDC guidelines and vaccinate teachers.”

it done. We want to be with our students. But in-person teaching must be safe—for everyone. We must do the right thing in Connecticut. Vaccinate educators now.”

Watch the ad at cea.org/vaxnowad .