May-June Advisor 2021 web

CEA Advisor May–June 2021 • Volume 63, Number 6 • Published by the Connecticut Education Association • cea.org

LEADING THEWAY

 Addressing student, teacher trauma | p. 4-5  Ending dual teaching | p. 6-7  Equitably funding schools, passing a fair budget | p. 9-11

2 CEA ADVISOR MAY – JUNE 2021

LEADING

Leading: Our Perspective

Unbelievable. Unprecedented. Chaotic. Unthinkable. These are some of the words being used to describe the COVID-19 crisis we have all lived through for the past 14 months. It will be characterized in history by the pain and suffering, the hundreds of thousands of lives lost, and the level of disruption, hardship, and challenges we faced. The impact on our students who have been hit especially hard has been severe, but the

children—and low-income families face obstacles that include hunger, poverty, and eviction from their homes. We know our students would be more successful if they didn’t struggle with food insecurity, unstable housing, lack of healthcare, and other problems that can greatly affect learning. CEA along with Recovery for All, a coalition of unions and community organizations, has rightly ignited calls for dramatic investments in our students and in all our

Jeff Leake, CEA President

Paving the way for a brighter future

impact on educators can’t be underestimated, as they did what they always do and put their students first, even before themselves and in many instances before their own families. (See stories on pages 4-5.) As we turn the page on this difficult period, it’s time to contemplate all we’ve been through this past year and how to move forward. We know we have a big task ahead in determining what will be necessary to get our students on track academically and address their emotional and mental health needs. Our students have been scared and traumatized and have had their world turned upside down. You have been one of the few constants in their lives, and we know as we move forward, we will require more resources to meet students’ growing needs and pave the way for a brighter future for Connecticut’s public schools. More resources, more support, more counselors, more of everything. The resources from the American Rescue Plan, the federal relief package signed into law by President Biden in March, will help provide funding to address our students’ needs. The $1 billion in federal funds coming to Connecticut schools provides us with a once-in-a-lifetime opportunity to improve education and finally eliminate the inequities in our school districts. It is a chance to focus on the mental health and well-being of our students as well as safety and air quality in our schools. Local school districts with support from unions will decide how best to use the funds, and teachers must be part of the decision-making process and educate leaders about resources most desperately needed. Our students are counting on all of us to allocate the American Rescue Plan funding in the best possible way, and it’s vital that you share your ideas about where federal dollars can make the biggest difference in your schools. (See story on page 9.) This historic investment also supports families and includes a child tax credit and childcare assistance aimed at lifting up our nation’s children,

communities. Rallies held across the state called attention to the need for policymakers to commit to long-term change beyond the Band-Aid approach. We are grateful to so many of you who are sending emails to your legislators and attending rallies across the state, at the governor’s mansion and the State Capitol, and putting pressure on policymakers to ensure all students and their families have equitable opportunities to succeed. We are all partners in deciding our direction, and we must continue to advocate for diversity, inclusion, and equity. (See story, pages 10-11.) You persevered through the pandemic, and while we are close to a new normal, much work remains. While we have had many victories, including the announcement from the state that they are not mandating remote learning in the next school year, there are still issues that need to be addressed, including ending the unsustainable practice of dual teaching. (See stories on pages 6-7.) As legislators enter the final days of the legislative session, we need to increase our advocacy efforts and continue reaching out and sharing our stories about why the delivery of instruction simultaneously to remote and in-person students by one teacher is a losing proposition for all students. In this most difficult year, we want to thank you, our educators and members. You have been essential, and essential professionals, in a time of great

Tom Nicholas, CEA Vice President

Donald E. Williams Jr. CEA Executive Director

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

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 May - June 2021 Volume 63, Number 6 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,

uncertainty and disruption. Despite feeling exhausted and overwhelmed, you rose above it all to provide educational continuity. We’ve never been prouder to be in your corner. A recent NPR story characterized the exhaustion and fatigue that many of us are feeling as “brain fog”—a complication caused by the pandemic and the related stress, anxiety, and emotional marathon brought on by the crisis. So, let’s give the fog time to lift and allow the bounce to return to our steps, as the school year comes to a close and we resume some normalcy in our lives, paving the way for a brighter future. You have gone above and beyond and have shown that you are outstanding educators. If this were a marathon, we would be at the last mile. We can finish strong. We are stronger together. May 17, 2021

particularly those living in poverty. Connecticut Congresswoman Rosa DeLauro has been advocating for the expanded child tax credit for decades, and her unwavering commitment to children, educators, and public schools earned her CEA’s most prestigious award. (See story, page 15.) The American Rescue Plan is a giant step toward creating an equitable nation, but more must be done, especially in Connecticut, one of the wealthiest states in the country. Despite hosting large numbers of millionaires and billionaires, the fact is, a sizable number of students—especially Black and brown

Hartford, CT 06106-8001. Production date: 5-20-2021

MAY – JUNE 2021 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

Hands Across the Green Golf Tournament to Benefit Children in Need

2 LEADING

As we bid farewell to the most challenging school year in recent history, our work as educators must continue in order to ensure a better long-term future for our students and schools. Pandemic trauma has affected students and teachers. Join the effort to ensure schools have the resources they need to recover, from school counselors to social emotional supports and training. At the height of the pandemic, teaching students simultaneously in person and remotely provided a stopgap. With vaccines widely available, full in-person learning is the goal, and CEA is working to make it a reality. A false accusation can turn even a veteran teacher’s personal and professional life upside down, often with long-term consequences. CEA’s Member Legal Services team helps clear teachers’ names and is there for you if you ever need them. ADVOCATING As the legislative session starts winding down, CEA’s efforts to get critical funding for school indoor air quality and other public education resources are ramping up. Work with your fellow members on the final legislative push we need. For months, teachers around the state have made their faces seen and voices heard on issues that would ensure educational equity and a recovery for all. See your colleagues in action and learn how you can get involved. A proposed new public school in Danbury, where teachers and community members continue to push for a better education budget, would reduce overcrowding in classrooms. Educators’ efforts are paying off as NEA Danbury enters the final stretch. At the 173rd CEA RA, held virtually this year, delegates adopted a new budget and business items as well as honored local associations and individuals for education and communication outreach, including Rosa DeLauro and her decades-long effort to help children out of poverty. Meet a teacher who is being honored for her commitment to ending discrimination based on gender identity and sexual discrimination, upholding students’ dignity, and being a voice for civil rights. The pandemic shut down many businesses or changed the way they operate. Fortunately, many of our favorite Member Benefits are stronger than ever, and new ones have come into the fold. From the kitchen table to the ballfield or yoga studio, see all the ways you can save! Busy school schedules have not kept teachers away from rallies, marches, and other demonstrations of their support for more funding and resources for public schools. See story, pages 10-11.

tournament, to help these very students.” While all golf spots are filled for this year’s event, hole sponsors and raffle prize donations are still needed. If you or anyone in your community would like to learn more about being a sponsor or donor, please contact CEA’s Chip Karkos at chipk@cea.org .

CEA staff, teachers, and other education supporters will tee off at the 26th annual Hands Across the Green golf tournament on July 12 to raise money for the Children’s Fund, which benefits some of Connecticut’s neediest students. The annual charity event, which typically draws 200 golfers and volunteers to Glastonbury Hills Country Club, was canceled last summer because of the pandemic and will resume at reduced capacity this year. It is the single largest fundraiser for the Connecticut Education Foundation, CEA’s charitable arm. “The Children’s Fund assists needy students in Connecticut’s public schools by providing for basic necessities their families can’t afford,” says CEF President and CEA Vice President Tom Nicholas. “Our members often find themselves spending their own money to help students who need school supplies, clothing, or medical provisions. The Children’s Fund provides teachers with funds, raised through this

4-5 SUPPORTING

6-7 IMPROVING

8 PROTECTING

9

Join your colleagues from around the state via Zoom for our annual summer conference designed to help you grow in your leadership as a teaching professional and a union member. Register at cea.org/event/2021summerexperience .

Attendance is free, and sessions cover a variety of topics, including • Adjusting to a post-pandemic classroom • Legal issues facing teachers • Engaging students in conversations about race • Negotiations, grievance processing, and bargaining

10-11 RALLYING

Rock and Roll Hall of Famer Gives Connecticut Students a Front-Row Seat to Engaging Education Two years ago, CEA and AFT CT partnered up on an exciting program—TeachRock—that helps rock, rap, hip hop, salsa, and reggaeton, are included. One of the consequences of NCLB legislation and an overemphasis on standardized testing has been the diminishment of arts and music programs.

13 PROVIDING

educators bring classroom lessons to life with music and the arts. Now, Governor Lamont and the State Department of Education have agreed to make Connecticut the first in the nation to implement the program statewide. “This is a fun, free, high-quality program that many of our teachers have participated in, starting in 2019,” says CEA Teacher Development Specialist Kate Field. “That’s when we first approached TeachRock about offering workshops to our members. We were so impressed with the quality and variety of lessons. Developed by educators, they connect teachers with students, and students with learning.” Founded by Rock and Roll Hall of Famer Steven Van Zandt, TeachRock is based on a standards- aligned curriculum that connects history, popular music, and culture in a way that resonates with students and supports their social emotional development. As a young student, Van Zandt did poorly in school until a teacher helped him connect music to various school subjects. Looking at learning through the lens of music, he became far more engaged in academics. A mission of his nonprofit organization is to empower teachers to infuse music into the curriculum as a way of engaging students and building their cultural competency. “Kids come to school with the gifts of imagination, instinct, emotion, and curiosity already in place,” says Van Zandt. “Let’s use what they have and design education around it.” TeachRock curriculum consists of over 140 interactive lessons, curated by subject and theme and aligned with Common Core or NGSS standards. Many different genres of music, including

TeachRock curriculum keeps arts in the DNA of public education, says Van Zandt, adding, “Someday we will realize testing isn’t learning.”

14-15 REPRESENTING

19 HUMAN & CIVIL RIGHTS

Steven Van Zandt, guitarist with Bruce Springsteen’s E-Street Band, is a strong advocate for public education.

Van Zandt, a staunch supporter of public education, teachers (whom he describes as

underappreciated and underpaid), and teachers’ unions, praised Connecticut for embodying the passion and priorities inherent in programs like TeachRock. “Let’s do all we can to help our teachers, who are our soldiers on the front lines in the war against ignorance. Boy, do we need them these days, as they continue to stimulate, inspire, and motivate young minds.” The SDE plans to release applications for districts to participate in this partnership. The first cohort will comprise up to 10 districts.

20 SAVING

ON THE COVER

CONNECT WITH CEA

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youtube.com/ ceavideo

facebook.com/ CTEdAssoc

instagram.com/ cea_teachers

twitter.com/ ceanews

flickr.com/ photos/ceapics

SUPPORTING

4 CEA ADVISOR MAY – JUNE 2021

IN NATIONALLY TELEVISED INTERVIEW, CONNECTICUT TEACHER SHEDS LIGHT ON PANDEMIC TRAUMA

Connecticut’s own 2019 Teacher of the Year Sheena Graham was one of four public school educators from around the country interviewed on CBS This Morning about the ongoing challenges of teaching through a pandemic, the added pressures of standardized testing on students, and more. Eight months after her initial interview, Graham, a veteran choir teacher at Bridgeport’s Harding High School, spoke again with CBS This Morning about the fear and frustration she and her students have faced and what she believes it will take to overcome those hurdles. Describing the worries brought on by COVID cases still surging in Connecticut and nationwide, Graham said, “One student said to me, ‘Are you as afraid to be around me as I am to be around you?’ They take in a lot, and if you’ve really built relationships with students, this is a stressful time for them, being near you when they care about you.” Indeed, before teachers were prioritized for vaccines, students expressed great apprehension about bringing COVID into schools and putting their educators at risk. As for how we should plan for the upcoming school year, Graham emphasized funding for increased mental health services for students and teachers alike. 2021 Connecticut School Counselor of the Year Curtis Darragh, an early- career educator with six years’ experience, has become an outspoken proponent of increasing the number of professionals like him in Connecticut’s public schools. In spite of a heavy caseload—in fact, because of it—he has made himself a presence at Recovery for All rallies, public hearings, and other events calling for adequate mental health supports for students and the Danbury’s Westside Middle School Academy, says he has experienced firsthand the significant challenges of high student-to-counselor ratios. His experience has led him to testify in support of legislation that would provide relief, most recently House Bill 6557: An Act Concerning Social and Emotional Learning. “HB 6557 highlights the need for more school counselors, social workers, and school funding to make that possible. Darragh, a school counselor at

State to Address Student Absenteeism, Disengagement Caused by Pandemic Federal stimulus funds will be used to reconnect with Connecticut K-12 students who were absent or disengaged during the 2020-2021 school year as a result of the COVID-19 pandemic. The initiative, known as the Learner Engagement and Attendance Program (LEAP), targets 15 districts throughout Connecticut with the goal of bringing students back to school for the final months of the school year, supporting their enrollment in summer camps and summer learning programs, and helping with the transition back to school for 2021-2022. Funded with $10.7 million of Connecticut’s federal COVID-19 recovery dollars, LEAP will bring people into homes to connect with students and their families, building a bridge back to the school community. Engaging with families through home visits can also identify the need for behavioral and mental health services, housing, childcare, technology and Internet connectivity, transportation, and additional educational support services. The 15 participating districts are Bridgeport, CREC, Danbury, East Hartford, Hartford, Manchester, Meriden, New Britain, New Haven, New London, Norwich, Stamford, Torrington, Waterbury, and Windham. If you have felt the weight of the last year and the worry about what’s next, you are not alone. CEA has free resources to help you cope and to identify and assist students similarly impacted by the pandemic. CEA’s Ethnic Minority Affairs Commission held an in- depth workshop, Trauma Today: Future Strategies for You & Your Students, presented by a clinical psychologist and former Connecticut teacher specializing in trauma. (See story, facing page.) Enrollment is also ongoing for Social and Emotional Learning in Times of Uncertainty and Stress: Research-Based Strategies—led by Dr. Marc Brackett and other experts at the Yale Center for Emotional Intelligence. The course will be open through December 2021, and participants can expect to develop a personalized action plan and receive a certificate of completion authorized by Yale. Learn more and register at ycei.org/selcourse .

“I know a lot of teachers who are broken,” she said. “There were days where I thought, ‘I’m not sure I can hold on.’ If I’m honest, you cry a lot in the car.” Graham admitted, with a smile, one of the ways she has found to distract herself from the sheer exhaustion of the last year—a way to keep from crying—is to turn up the music in her car. “This is embarrassing, but I’m going to tell you. If you’ve ever seen the show The Office , one of the characters—Dwight—would go out on sales calls, and he would sit in the car and headbang. This is my first time in my life becoming a headbanger.” Committee earlier this legislative session. “The work that I do has increased in difficulty with our growing population, expanding caseload, and educational demands, and Connecticut needs to reshape the way we handle the growing needs of our children. The COVID-19 pandemic has increased the mental health needs in many of our students, across all backgrounds. We need to start thinking of the future and the long-term assistance school counselors can provide, because the pandemic will have lingering effects on our students and their families.” Counselors also are spending more

Even better, she adds, “You get those moments when a kid just speaks from the heart and says, ‘You’re making a difference.’ That’s what helps you to hold on.” Watch the entire interview at cea.org/ graham-cbs-this-morning .

HB 6621, which contains many provisions for social emotional supports for students, passed the House and has moved to the Senate. Ask your state senator to support this bill. Use the legislator lookup tool at cea.org > Legislative > Find Your Legislators .

SCHOOL COUNSELOR OF THE YEAR DESCRIBES INCREASING STUDENT NEEDS

and more time meeting the social emotional needs of students, Darragh says, and they are seeing a significant rise in anxiety and depression diagnoses with students, as well as a rise in special education referrals. Unaddressed mental health issues, he adds, have led to suicidal ideation in some students. Missing that one student—among a caseload of 375—is one of his biggest fears. “From our poorest to our wealthiest districts, school counselors are needed now more than ever, and in greater numbers than we currently have. We need to prioritize our students’ social and emotional needs, which means committing state and federal dollars to that priority.”

37th Connecticut’s ranking in the country for average counselor- to-student ratios

457:1 Average student-to- school-counselor ratio in Connecticut, as of 2018-2019

psychologists,” he told lawmakers in

a virtual public hearing of the Education

250:1 Recommended ratio of students to school counselors

Curtis Darragh says the ratio of students to school counselors (as high as 400:1 in districts such as Danbury) is unsustainable, particularly in the wake of a pandemic.

SUPPORTING

MAY – JUNE 2021 CEA ADVISOR 5

HOW TO RECOGNIZE AND RESPOND TO STUDENT TRAUMA Conversations about childhood

way of hijacking the brain. Indeed, prolonged exposure to trauma triggers physiological changes in the brain, disrupting neural circuits and affecting learning, memory, and emotions. Children who live in a constant state of stress often fail to learn how to regulate their emotions, and those who suffer from severe neglect have markedly smaller brains. What do trauma reactions look like in children? They vary with age, says Turcios-Cotto. Children between the ages of 2 ½ and 6 years may exhibit helplessness, weight loss, regressive behaviors such as bedwetting or baby talk, attention problems, persistent questions about death, fighting or threatening behavior, and delayed developmental milestones. Those ages 6 to 11 may exhibit many of these same behaviors in addition to acting like a parent to their siblings, worrying about safety, clinging to teachers, talking often about trauma, startling easily, or becoming upset over small bumps and bruises. Adolescents ages 12-18 may become antisocial, suicidal, or hypervigilant, react aggressively to situations, undergo changes in behavior, develop sleep problems or eating disorders, abuse substances, run away, or engage in violent, risky, or self- harming activities. Many of the teachers participating

trauma usually center on its causes (an absent parent, violence in the home or community, or more recently, the pandemic) or its prevalence, which has been estimated to affect as many as 44 percent of students in K-12 classrooms. The effects on a child’s developing brain are well-documented and include smaller brain structures, disrupted connections between brain cells, and diminished learning ability, emotional regulation, and behavior control. But what can teachers do to support students who have experienced trauma? How might trauma manifest itself in the classroom, and how can educators reframe that behavior and respond with grace? That was a key topic in a three- hour workshop, Trauma Today, hosted by CEA’s Ethnic Minority Affairs Commission and led by Dr. Viana Turcios-Cotto, a licensed clinical psychologist who began her career as an elementary school teacher in Manchester and calls the teaching profession “something you live and breathe.” Trauma, she says, has been defined as an exceptional experience in which powerful events overwhelm a person’s capacity to cope, and a number of adverse childhood experiences can be considered traumatic. Trauma, she adds, has a

RESPONDING WITH GRACE BLAME “We’ve written a five-paragraph essay before. This isn’t new!” “We just did the same thing last class, don’t you remember?” “You have until the count of five to ____, or ____ will happen.” routines, she says, it may be easy to overlook signs of trauma or mistake them for matters requiring discipline rather than intervention. A student displaying oppositional behavior, for example, might have control needs; a way of addressing those needs is by giving the child a job to do. Students in the Trauma Today workshop noted students returning to in-person learning as children they no longer recognized. Some described once- outgoing students as numb. “What happened to this child?” one participant—a middle school language arts teacher—recalls wondering about a student who suddenly seemed indifferent. “The ground has been constantly shifting under our students’ feet and under our own feet. It’s been a hard year.” Hopelessness, Turcio-Cotto pointed out, is often masked as indifference. Responding to trauma While trying to re-establish classroom

who appear distracted might simply benefit from a snack or a break. Similarly, there are verbal responses that can help students along when they are struggling—ways for teachers to lay aside blame and respond with grace. Rather than express frustration with students not following instructions or catching on, it can help to acknowledge that a task has multiple steps, assist students with tracking and remembering them, and have them collaborate. “It’s been an ever-changing landscape, our students not knowing with the pandemic what’s going to happen next,” 34-year veteran school social worker and Trauma Today workshop facilitator Loretha Felton acknowledged, adding, “We have done a lot of work in Hamden around trauma, and I’m happy to see so many other educators doing that work here, today.” Watch the recorded the webinar at cea.org/cea-webinars .

REFRAMING STUDENT BEHAVIOR

WHEN STUDENTS SEEM: THEY COULD HAVE… IF SO… Manipulative EMOTIONAL NEEDS:

Provide a safe break. Help calm down and

Bossy

Need to regulate

GRACE “It can be so frustrating to learn something new. Let’s keep track of the steps to do this task and find ways to help remember those.”

Dramatic

feelings and responses connect with logic.

Aggressive

RELATIONSHIP NEEDS:

Check and connect

Clingy

Need to connect with before a transition.

Attention-seeking

fellow humans

Connect student with another adult.

“I am going to count backwards from five, and then…

Oppositional

CONTROL NEEDS:

Give student a job.

Indifferent

Need to be in charge of Provide predictability

“We’re going to work together.” “I need you all to make a good choice.” “I need you all to complete the task.”

Passive aggressive

their own situations

and choice.

Distracted

PHYSICAL NEEDS: Need to eat, sleep,

Provide a snack break. Allow a few minutes to

Disinterested

Pleasing

exercise, and take care put head down and/or rest. of their body

“Nothing I do ever seems to work with this child.”

“I’m working hard and doing my best. I’m in need of more support.”

“There must be some things going on preventing this child from understanding.”

“This kid just doesn’t want to learn.”

Missed the workshop? Watch the full recording at cea.org/cea-webinars or browse the presentation at tinyurl.com/TraumaCEASpring2021.

IMPROVING

6 CEA ADVISOR MAY – JUNE 2021

CEA CAMPAIGNS TO END DUAL TEACHING efforts that successfully prioritized teacher vaccinations, established school-based clinics, and restored paid quarantine leave for educators this school year, this campaign calls for coordinated member outreach to legislators, through postcards, phone calls, and emails. Representative Tom Delnicki,” says Eppler, “including personal comments about how continued dual teaching would not support the goal of student learning. As a math teacher, I saw the need to be in become progressive, stimulating, and student-centered,” she says. “But with the advent of dual teaching, lessons have gone back to being teacher-centered, relying once again on lecture-based instruction. Dual teaching requires educators to plan lessons that are 100 percent

As more of the state’s population is vaccinated against coronavirus, plans for the next school year have left many wondering what role virtual learning will play. “One thing is certain,” says CEA President Jeff Leake. “Dual teaching is unsustainable.” Fraught with disruptions and inequities, dual teaching is the delivery of instruction simultaneously to remote and in-person students by a single teacher. By all accounts, educators who have had to manage this type of setting say it shortchanges students on both sides of the screen. Technical challenges, the impossible task of managing learners simultaneously in various settings, inconsistent parental support and supervision, and myriad other factors combine to make dual teaching untenable. As Connecticut lawmakers look at ways they might shape education policy in a post-pandemic environment, CEA has launched an all-member campaign calling for an end to dual teaching. Similar to earlier

person for learning, practicing, and evaluating students. Remote learners were sometimes unable to log in or remain focused from remote locations, and it has been harder for them to demonstrate learning through their work.” In addition to the main areas of concern that CEA had raised about continuing dual teaching, one teacher wrote to her legislators in West Hartford and pointed out numerous other pitfalls, including high absenteeism, inflated grades, and lack of variety in teaching. “In the last 20 years, teaching has Dual teaching is • Not engaging: Remote learners have low attendance and participation rates and require a disproportionate level of attention to stay on task and engaged, all at the expense of other students. • Disruptive: Learning time is diminished for both in-person and remote students, as classroom instruction stops multiple times to handle technical issues. • Inequitable : Students face a lack of technology, supports, and supplies. Teaching is fractured as educators try to focus on both in-person and remote learners. Ultimately, neither group of learners receives the support they need or deserve.

“CEA sent thousands of postcards for members to sign and mail to their legislators,” Leake explains. “They need to hear from teachers in their districts so that they understand why dual teaching is problematic. Teachers’ voices and their personal stories are powerful in encouraging lawmakers to advocate for the conditions teachers and students need.” South Windsor Education Association President John Hackett, a high school social studies teacher, participated in the dual teaching postcard campaign, adding personalized messages to his legislators. SWEA Vice President Matt Eppler did too. “I submitted postcards to both Senator Saud Anwar and

electronic, resulting in lessons that lack variety. For example, some lessons that had to be omitted this year included virtual reality and simulations. We’re sending teachers and students backwards.” Remote learners, she has observed, often fail to sign in to class, or they simply put on their avatar and go back to sleep. “Parents are notified, but they may work outside the home and be limited in how much control they have over their children’s activities throughout the day. Dual teaching removes the adult oversight that a school environment provides, leaving students to fend for themselves.” On test days, she has also found that a majority of students opt to stay home, where they can access other computers and cell phones that teachers cannot monitor and that result in inflated grades that are not reflective of students’ knowledge. Violations of student confidentiality have also occurred during remote and dual teaching, she notes, explaining that parents and others observe classes in the background and comment to one another. “Comments made by students within the classroom setting are no longer private, as outside people are now in the classroom. Although this is inappropriate behavior, it is occurring, and there is no practical way for the teacher to prevent it.”

TO TEACH REMOTE LEARNERS SUCCESSFULLY, THEY MUST BE YOUR ONLY FOCUS

By now, every educator can tell the story of how the pandemic has upended teaching and learning. Economic gaps and inequities laid bare. The whiplash of school closures and reopenings fueled by outbreaks and quarantines. The constant toggling between remote and in- person students, a model that has left educators, students, and parents alike depleted. While remote teaching has had its challenges, dual teaching—the practice of teaching virtually and in- person at the same time—has proven unsustainable. As districts prepare for what education could look like next school year, Cromwell offers a model that could work if virtual learning continues to play a role. 2013 Connecticut Teacher of the Year Blaise Messinger explains. “My administration made the decision to offer a remote-only class for Cromwell Middle School students who opted out of in-person learning for the year,” says the 22-year veteran, who has spent the current school year teaching remote-only sixth-graders. “They felt that the transition to middle school was such a huge change and challenge for incoming sixth-graders that it would be better for the remote learners to

have their own separate class rather than try to deal with several different teachers for the first time.” Messinger, who is K-6 certified and had been teaching sixth-grade math and social studies, was assigned to teach all four core academic subjects virtually. “It’s similar to the way self- contained elementary classrooms work,” he explains. “All my students are learning from home and have been since the start of the school year. I’m also working from home, only with the full-time remote students. They stream into their other classes with the teachers in the building, but they have me for language arts, math, social studies, and science.” He adds, “There is no question that this setup is much better for me and for my students than a dual teaching model. Those students have struggled much more than my students. I’m able to tailor all the lessons for online students only, and I can create experiences that are effective for distance learners without having to split my attention and simultaneously plan how I will accommodate learners in the classroom. It’s also optimal for remote learners, because they have my full attention. I’ve been able to

Veteran teacher Blaise Messinger, shown here before the COVID pandemic, has spent the past school year teaching only virtually. Unlike dual teaching, where educators’ attention is constantly divided, this model has allowed him to focus exclusively on remote learners.

create a real classroom community and give each student individual consideration. Feedback from students and parents has been overwhelmingly positive.” Indeed, when he was named Connecticut Teacher of the Year seven years ago, students who had participated in his nomination noted how Messinger stressed the value of connecting with them and their classmates and making learning fun.

“All children are aching to learn,” he said. “I believe that the key to unlocking the joy and wonder inherent in all students comes down to the relationship between me and those students and the environment created in the classroom to nurture that bond.” While he could not have imagined a virtual classroom at that time, his teaching philosophy is every bit as relevant in a pandemic environment—if not more so.

IMPROVING

MAY – JUNE 2021 CEA ADVISOR 7

STATE SAYS DISTRICTS NOT REQUIRED TO PROVIDE REMOTE LEARNING NEXT SCHOOL YEAR

At this time, DPH and CSDE do not anticipate the need to mandate, due to public health necessity, that all school districts provide an option for students and their families to opt in to a voluntary remote option after this school year. The document goes on to state that although there is no requirement that remote learning be provided to any student whose family requests it,

The Connecticut State Department of Education has released interim guidance for remote learning for the 2021-2022 school year that raises concerns CEA has flagged about dual instruction, stresses that in-person education is best for students, and ends the mandate to provide a voluntary remote learning option for all students. CEA leaders, who had urged the SDE to provide this clarity to districts as they make plans for next school year, offered input on the document and say it moves our state in the right direction. Educators teaching remotely this year have experienced numerous issues with technology, difficulty keeping students engaged, and, in many cases, the impossibility of balancing the needs of in-person and remote learners. The Ellington Board of Education, among others, has already voted not to offer a remote learning option for the 2021-2022 school year. (See story below.) “This guidance is a good first step,” says CEA President Jeff Leake, adding that Connecticut also needs to put an end to dual instruction. The SDE guidance states, in part: There is no current requirement under Connecticut or federal law that after the period of emergency this school year, school districts are mandated to provide all students voluntary daily access to remote learning at the unilateral request of the student/family.

the concerns CEA members have raised repeatedly this year regarding dual instruction. The document states, “Conversations with stakeholders also include discussion about limitations on the use of remote learning, such as consideration of concerns raised about requiring educators to provide instruction simultaneously to in- person and remote student groups.”

districts are permitted to use remote learning judiciously, going forward. Some of the possible uses for remote learning listed include to offer specialized classes not available in a student’s home district, support learning acceleration, provide for the potential need for a classroom to quarantine, or during emergency building-related issues. The SDE guidance also addresses

DPH and CSDE do not anticipate the need to mandate, due to public health necessity, that all school districts provide an option for students and their families to opt in to a voluntary remote option after this school year.

DISTRICTS AROUND THE STATE ANNOUNCE NO REMOTE LEARNING NEXT SCHOOL YEAR

A growing number of school districts have announced that they will not offer remote learning starting next school year, while a few weigh the possibility of allowing remote-only classes (as opposed to dual teaching) for some students. The Ellington Board of Education has passed a resolution indicating that in an effort to prioritize the social and emotional well-being of students and staff, Ellington schools will not

offer a remote learning option next year. The district has discussed the possibility of narrow circumstances in which virtual learning experiences might be accommodated— potentially for students who are medically fragile or have severe anxiety. The decision came after a discussion in early April with teachers and parents, where feedback overwhelmingly underscored the benefits of in-person learning for students’ academic and social and emotional health. Although Ellington offered a remote learning option during the 2020-2021 school year, as did many districts, local and national data have reinforced what CEA members have articulated—that as long as schools are safe, an in-person environment is instructionally more effective as well as most beneficial for students’ social and emotional well-being. “I think all the teachers in Ellington were very grateful to see that our Board of Ed members and our administration took our concerns seriously about remote learning and

the challenges we’ve all faced in implementing it this year,” says Ellington Education Association President Mark Mahler. “It’s one thing to offer this type of instruction during a global emergency, but after more than a year of this experiment, I think we’ve all proven that the best place for students is in the classroom, where they can get the education they deserve rather than a stopgap measure delivered at a distance.” He adds, “If anything good comes from this pandemic, perhaps it’s a reminder that schools are more than mere academics. They are communities where children learn, grow, play, make friends, make memories, and, hopefully, thrive. You can’t do any of those things well through a computer screen.” For the same reasons, Shelton, Stratford, Bridgeport, and other districts have also decided to suspend remote learning starting in the fall. On average, about 60 percent of Bridgeport students are currently attending school in

person; the numbers are higher at the elementary level but start to plummet in the upper grades. “There is no substitute for in- person learning,” says Bridgeport Education Association President Ana Batista. “It’s the best way to provide not only the academic support our students need but

Urge your district to follow the lead set by Bridgeport and Ellington and articulated in State Department of Education guidance for the fall: no more dual teaching.

also the relationships and emotional connections.”

Bridgeport Education Association President Ana Batista says teachers support a return to full in-person learning.

PROTECTING

8 CEA ADVISOR MAY – JUNE 2021

CEA VICTORY FOR TEACHER FALSELY ACCUSED professionalism and commitment to the safety, welfare, and best interests of his students. Colleagues described him as extremely active in planning and working to create an atmosphere of respect and well-being for all students. student, especially one who is struggling. Fortunately, we are there to extract the truth. I represent our teachers wholeheartedly and

REVERSED. That was the decision handed down after a teacher was falsely accused of inappropriate behavior by a student, with a finding of emotional neglect substantiated by the Department of Children and Families. The educator, a longtime coach and physical education teacher, was stunned at the student’s allegations—which he unequivocally denied—and further devastated by the DCF substantiation. With CEA’s legal team by his side, he fought back. Hearings held this spring found that the agency’s decision to substantiate the findings were not supported by the record—and thus, the decision was reversed. “This was an important victory for a CEA member who was wrongfully accused,” says CEA attorney Rebecca Mitchell, who tried the case. “Unfortunately, cases such as these are more common than many might think, and without the benefit of strong legal representation, educators are vulnerable to accusations that can damage their reputations and end their careers.” Making the case Like many educators who face false accusations, the teacher in this case had always received positive evaluations and had been recognized with numerous statewide education awards and grants. He was widely praised for his

The student at the center of the case had struggled in school and suffered from anxiety. She was enrolled in school-based therapy to address her anxiety, and her school counselor worked with her physical education teacher and others to help her. Over time, the student began seeking out her P.E. teacher throughout and after the school day—a pattern that made him increasingly uneasy. Eventually, the student reported her teacher for alleged behaviors that she said made her suddenly fearful and uncomfortable, including inappropriate touching. She claimed an incident was captured on video and witnessed by a classmate. No video surfaced, however, and during three separate interviews, inconsistencies emerged in the student’s story. Dates and details changed, and classmates and teachers were unable to corroborate the claims. “Unfortunately, students sometimes make false allegations,” says Mitchell. “Our teachers are so nurturing and supportive, the last thing they want to do is call out a

can really dig into any mischaracterizations made by students or parents and zealously advocate for our members, bringing to light their true intentions and actions.” Aside from examining inconsistencies and other findings of fact, Mitchell also prepares for DCF hearings by talking to those in a position to offer credible evidence. “Many, many teachers stood up and

Clockwise: CEA legal counsel Rebecca Mitchell (standing), Melanie Kolek, and Adrienne DeLucca.

student always seeking him out. That also contradicted the student’s allegation of feeling fearful of the teacher.” Mitchell adds, “With the help of fellow educators who spoke up, together we cleared this teacher’s name. This win was a great example of teachers standing in solidarity in the face of an injustice. It was very powerful. We were very happy to have this DCF decision reversed.”

testified for this teacher, and that made all the difference,” she says. “All of them denied ever seeing the teacher behave in an inappropriate manner with any student, and several testified under oath that they observed the student in this case looking to find this teacher on repeated occasions. Colleagues recalled the teacher raising concerns with their unified arts team about the

WOULD YOU KNOW WHAT TO DO?

For Teachers Cleared of DCF Charges, CEA’s Legal Team Ensures a Speedier Return to the Classroom

a student who recently returned to in-person instruction after learning remotely. The teacher was put on paid administrative leave during the investigation. “In our experience, this process could have taken a month or even two to investigate and get a disposition,” she says. From start to finish, however, it took only 12 school days for the DCF investigating social worker to reach out, conduct interviews of the alleged victim, other witnesses, and the teacher, and inform the district that the case was being unsubstantiated. A CEA UniServ Rep kept in close contact with the district about where things were in the process, and the teacher’s return to the classroom was made a priority. “When a teacher becomes the subject of a DCF investigation, their district will customarily put that educator out on paid administrative leave until the investigation has been completed,” says CEA legal counsel Rebecca Mitchell. “As anyone can imagine, this creates a great deal of anxiety for a teacher who has to sit and wait for the investigation results. Recently, the process has been much better—expedited, and with ongoing communication. In many cases, DCF investigators are able to call or email the district’s human resources to inform them that the teacher’s case is being unsubstantiated, which saves many days pending the official notification. Both the school districts and CEA Member Legal Services find this communication extremely helpful. We attribute this wonderful change to the EPIU that DCF put together and our continued communication with them about our process. It’s a great example of how CEA supports our members one-on-one but also works behind the scenes with agency heads and elected officials to shape positive change for our entire membership. This is a great example of how we are stronger together.”

In the past, when an educator was falsely accused of abuse or neglect, it sometimes took months for a DCF investigation to clear the way for that teacher’s return to the classroom. “Imagine being pulled away from your students, your colleagues, and the work you love,” says CEA legal counsel Melanie Kolek. “Now imagine not knowing how long it might be before you can return. Picture the possible outcome of the investigation varying widely— depending on the particular DCF investigator handling your case, possibly with different parameters of judging whether or not a teacher was at fault.” That’s often how it was in previous years, and it’s why CEA has worked diligently with Connecticut’s Department of Children and Families to ensure better, consistent practices that put an end to prolonged absences from the classroom, divergent investigative procedures, and unpredictable outcomes. “We had open, honest dialogue with DCF leadership about these issues and the impact they were having on our members and their students,” says CEA attorney Adrienne DeLucca. “These were candid and necessary conversations we initiated many times in the past, but it wasn’t until a change in the agency’s leadership that we were able to make the kind of progress our members needed.” DCF recently established an Education Professional Investigation Unit (EPIU) with ten investigators who received specialized training in school-based investigations. Centralized supervision and management has led to more consistent procedures, responses to allegations, and findings. Communication is more transparent, and streamlined protocol means that school-based investigations are completed more quickly. Kolek gives the example of a teacher who was accused of inappropriate interaction with

If you find yourself—or a colleague—at the center of a possible DCF investigation, call your CEA UniServ Rep immediately. Refrain from discussing allegations with anyone until you have spoken to

your UniServ Rep or CEA attorney. In DCF investigations, you have no immunity in court, and any information you have heard or shared could have legal consequences.

CEA’S LEGAL TEAM IN YOUR CORNER

CEA’s legal experts are available to members—at no cost— for assistance with a wide range of issues that impact your career.

• DCF investigations • Statutory terminations • Unemployment

• Workers’

compensation • Licensure issues • Unfair labor practices

If you need assistance with any of these issues, reach out to your local president or your UniServ Rep.

CEA offers free Teachers and the Law workshops for members. Contact your local president or UniServ Rep.