Maine Educator April 2020 by Maineea

MAINE

Educator U O Y E N O L

A T O N E R A Physically Apart.

April 2020 www.maineea.org @maineea

Standing Strong.

Maine Public Schools CLOSED

S TI L L TE AC H IN G & WO R K IN G # COV ID 1 9

Inside Look APRIL 2020

Volume 80, Number 5

COVID-19 Q&A 10

Other questions you may be asking...MEA has the answers.

Resources

COVID-19 and Maine Schools MEA Advocates for Support, Pay, Flexibility and More.

COVID-19 Q & A Other Questions You May Be Asking...

Families First Act What MEA Members Need to Know about the Families First Coronavirus Response Act

From MEA

5 Editor's Note

6 President's Letter Emotions

CONTENTS 2

Inside Look

3 Contents 4

Free Stuff

Editor's Note

President's Letter

COVID-19 and Maine Schools

Virtual Office Hours

COVID-19 Q & A

46 Ways to Take a Break

13 5 Healthy Habits to Get Through Tough Times

Editorial Staff Managing Editor Editor Layout Design

Paula Voelker Giovanna Bechard Shawn Berry

Leadership President Vice President Treasurer

Grace Leavitt Jesse Hargrove Beth French

Board of Directors District A District B District C District D District E District F District G District H District I District J District K District L District M District O District P Disrtict R District ESP Student MEA

Robert "Bo" Zabierek Suzen Polk-Hoffses Mallory Cook Cedena McAvoy Ken Williams Janice Murphy Nancy Mitchell Dennis Boyd Rebecca Cole Amy O'Brien-Brown Bob McCully Janet Howe-Kuech Donna Longley Lisa Leduc Neil Greenberg Gary McGrane Gerry French Carson Hope

Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129

Families First Act

COVID-19 Social Media Stories

Students, Not Grades, Come First

POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 043308005

MEA and MDOE Webinar

Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

Maine Schools Providing Meals to Students During Closures

Filing For Unemployment

MEA Representative Assembly

Continuity of Learning and Special Education During COVID-19

More Free Stuff

Stay Informed!

For advertising rates and information please contact: Shawn Berry 35 Community Dr., Augusta, ME 04330 207-622-4418 ext. 2206 On the cover: Image from wikipedia.org

April 2020 â&#x20AC;˘ www.maineea.org

FREE STUFF DAILY NEWSPAPER FOR KIDS

News-O-Matic is a daily newspaper for kids. It provides an engaging nonfiction experience for children, complete with valuable literacy tools for the classroom. For the rest of the school year, teachers and students can access News-O-Matic for free from our app or website. Teachers have access to a special dashboard to track students' reading progress, change their reading levels, and see students' answers to comprehension questions for each article. To access the newspaper: https://newsomatic. org/2020/03/18/2052/

COVID-19 FREE Resources

During this time, many companies are offering FREE educational tools to help educators, students and parents engage children in the world of learning from home. Here are a few samples of what’s available. In addition, a complete list of dozens of resources can be found here: www.amazingeducationalresources.com

EBOOK LIBRARY ACCESS

Amicus is offering all friends access to our entire ebook library now through May 31. Promoting the wonder, diversity, and the challenges of the modern world, Amicus books for grades preK to 6 beg to be read—for learning, for pleasure, for raising the next generation of readers and thinkers. Access Library Here: http://virtual. knowbuddyresources.com/ preview/browse#359

It's one of the best four letter words out there— FREE—especially when you're on a tight budget. Maine Educator found a few freebies!

12 MUSEUM VIRTUAL TOURS Google Arts & Culture teamed up with over 500 museums/ galleries around the world to bring everyone virtual tours and online exhibits of some of the most famous museums around the world. Check out what’s available in this article: https://bit.ly/2XfnxlY

ACTIVE HISTORY Amazing resources for history teachers by the British educator Russell Tarr including interactive simulations, quizzes, games that can easily be used for online learning. www.activehistory.co.uk

Maine Educator • April 2020

April

FROM THE EDITOR

2020

I wrote this note several times. I first wrote about how this pandemic is impacting my family-with two kids and two parents working at home. Many of you are probably living this same experience you don’t need to hear from me so, I erased that. Then, I wrote about how amazing the teachers in my kids’ school have been and their herculean effort to ensure they’re not only still learning but engaged. I could have gone on and on about this because they truly are remarkable, but I erased that too. Truth is-I don’t have any proper words for this Editor’s Note that may help you, inspire, or engage. I, probably like many of you, feel quite helpless in all of this. Through this challenging time, however, I've learned a few things about myself. 1. When it comes to math team math, I am not smarter than a fifth grader. 2. I can really tune out surrounding noise and nonsense while multitasking. 3. I really enjoy working in leggings and a sweatshirt (maybe a little too much). The following three things I already knew, but have been amplified in the last few weeks. 1. I don’t do well in extremely stressful situations. 2. I LOVE my kids’ teachers and our school community. 3. I could never be any kind of educator and am amazed how anyone does this work. While there are so many questions to what happens next in the world, and I admit I'm terrified of the answers, there are also a lot of questions you may have about your jobs and the future of the school year. That’s where I hope MEA can help with this special edition of the Maine Educator.

This issue will touch upon the questions you may be asking, page 10 what you need to know about the Federal Cares Relief Act, page 16, and simple ways to take a break, page 12, because we all need to right now...and so much more. As you go about your quarantined day, I encourage you to find the small things that make you smile. Personally, I love watching my youngest son’s teacher give the class virtual hugs and kisses at the end of their class meeting. The connection he has with his teacher is very real and I know he loves that “hug” every day. Watching that “hug” is one of my favorite parts of my day. Find those moments and cherish them—they keep me going (along with leggings, coffee, baked goods and funny memes). Be Safe. From my quarantined home to yours....

April 2020 • www.maineea.org

MEA PRESIDENT'S LETTER

With all of this, our members

have stepped right up to so many of the enormous challenges, and in many wonderful ways—ensuring that students have meals, working to adapt to alternative means of providing instruction and continued learning, collaborating and supporting one another as well as students and parents who are also feeling great stress and anxiety.

Still, there were disappointments—what about senior proms? Graduation ceremonies? Children’s birthday parties? The Summer Olympics?

Emotions To say these last few weeks (has it really only been a few weeks???) have been filled with all sorts of emotions is the greatest understatement imaginable. I’m sure many of us--likely all of us—initially felt shock and disbelief when the first steps were taken by our colleges, universities, school districts, communities and the state as a reaction to COVID-19 becoming a global pandemic. I will remember the moment when I got word that all of the NEA conferences and events that were in my calendar were suddenly cancelled or postponed indefinitely. Then came word that sports events would not allow spectators to attend, that sports seasons were postponed, cancelled—it seemed unbelievable. There quickly followed high levels of fear, stress and anxiety as we faced so many unknowns—and still do as I write this. The stress and anxiety only increased as day to day—even hour to hour—things continued to change. Our staff at MEA were flooded with questions from members, and I want you all to know how remarkable the response was to find and communicate answers. Our local association leaders have worked with administrators to plan ways to deal with the crisis. We have experienced a high degree of collaboration and communication with others as well—with the Commissioner of Education and her staff, and with leaders from other education organizations. Our Governor listened and responded with the Executive Order to provide some relief for support professionals. 6

Maine Educator • April 2020

And I know some of us, despite all our efforts, are being more impacted than others. Even with our great effort, huge challenges remain. I assure you, we will continue to work hard to make things better. With all of this, our members have stepped right up to so many of the enormous challenges, and in many wonderful ways—ensuring that students have meals, working to adapt to alternative means of providing instruction and continued learning, collaborating and supporting one another as well as students and parents who are also feeling great stress and anxiety. I have to say that, despite the continuing worries about what may lie ahead, I am also feeling another emotion—a truly huge amount of pride in our educators and deep gratitude for the work you all do! We are not out of the woods, I know—in fact, we may be only just entering. But we are all doing incredibly good work, and that causes me to feel sincere hope and inspiration that we will not only endure this crisis—we will be ever stronger as a profession and as an Association! Stay well, stay strong and stand proud! In Unity, Grace

Grace Leavitt President gleavitt@maineea.org

COVID-19 and Maine Schools MEA Advocates for Support, Pay, Flexibility and more As educators around the state settle into what is now the “new normal” for our schools, jobs and students, MEA is working to ensure our students, school employees and all our families are both safe and taken care of during these unprecedented times. In addition to providing resources to support distance learning, the MEA advocated for several key items that both support our educators and students during this time. Below are the key issues the Association advocated for to help our members and students.

School Days/Attendance Waiver

MEA asked the Commissioner of Education on March 16th, and she agreed almost immediately, to be very flexible in terms of waiving the number of required school days. The official notification from the DOE to waive the minimum number of days came out on the twenty-fifth of March. How many days each district attends for the year, so far, is something the MDOE says can be decided locally.

Hourly Employee Pay Secured

During this difficult time, MEA worked to ensure our hourly employees continue to get paid. On March 16th the MEA raised this issue with the Commissioner and the Governor's office. Three days later, Governor Mills issued an Executive Order requiring school districts to continue to pay their hourly employees for the remainder of the school year. MEA advocated for this measure from the beginning of the school closure announcements and is grateful the Governor put this provision in place. This executive order protects your pay for what would be your normal, regular hours if the school year was not impacted by COVID-19. Your scheduled hours during the school closure and what work is performed, absences and sick leave are all decided locally per contract or by agreement.

Standardized Testing Suspended

After the initial closures of schools happened, and MEA knew our members would receive pay, the Association worked with the MDOE to ensure standardized tests would be suspended for the year. On March 25th, the Commissioner announced Maine applied for, and received, waivers that eliminate state assessment requirements for this year.

Certification Timeline Extended

MEA worked with the Department of Education to allow for an extension for teacher certifications that were set to expire in 2020. The new deadline announced by the DOE gives educators an extension of up to one year for renewal applications that have been impacted by COVID-19.

Teacher Evaluations Suspended

MEA recommended the PE/PG system in school districts be suspended, until further notice. It is clear the key elements of the PE/PG system may be unworkable given the lack of classroom instruction in our schools. MEA recommends all elements should be on hold until schools resume normal operations. MEA discussed this issue with the MDOE and as a result, the following information was released to educators on March 25th: “DOE will not hold SAUs accountable for compliance with state statute/regulations regarding professional growth / supervision & evaluation systems. Enforcement of locally developed and/or adopted policies, programs, and systems remain at the discretion of local SAUs.”

Pre-Service Teacher Requirements Loosened

MEA met virtually with our pre-service teachers to better understand the needs of these students. After that discussion, and conversations with the MDOE, the Department of Education has notified MEA it will modify requirements for any students in pre-service programs at public universities in Maine. The MDOE says in lieu of certain coursework, practicum, and/or internship requirements, DOE will accept recommendations from educator preparation programs regarding the qualifications of pre-service educators who are currently in an educator preparation program/ certification program that has been disrupted by COVID-19.

Higher Education Advocacy

AFUM worked with the University of Maine System to come up with an agreement on several issues as the University navigates the changes during the move to online instruction on our campuses. AFUM & UMS agreed that there is no research expectation for this semester as faculty triage to meet multiple demands, caring for our students, colleagues, families and themselves. AFUM, UMPSA and ACSUM are currently working with MEA and NEA on behalf of all the higher education units regarding how federal legislation might positively impact the System, in terms of funding. This advocacy work could have a major impact on future potential furloughs/layoffs. MEA advocated for members in the community college system to have pay and benefits secured throughout the semester. The Community College System was extremely accommodating and granted this request along with significant flexibility for the use of sick time and work location and time.

IEP Flexibility

MEA understands the needs of our most vulnerable students. The Association worked with the Department of Education to express concerns with balancing meeting this need along with the reality of achieving all the requirements under IEPs. The Department of Education understands this and under the circumstances is allowing for flexibility as LEAs, educators, parents and students adjust to instruction outside of the traditional school setting. Should IEPs require changes due to steps taken by school districts to protect the health and safety of students during the COVID-19 outbreak, the IEP team should meet to address such changes. IEP Teams and parents may agree to conduct IEP meetings through alternate means other than in person (videoconferencing, conference call, etc.). The IEP Team may agree to not convene an IEP Team meeting for the purpose of making changes and instead develop a written document to amend or modify the current IEP. As always, educators must then follow any new IEP developed. It is important to note that a teacher is not responsible for being unable to follow an IEP plan that is no longer feasible. Compensatory services may be needed once school April 2020 • www.maineea.org 7 returns to normal.

VIRTUAL OFFICE HOURS The Maine Department of Education is working to support educators who are providing distance learning to Maine students. The MDOE is conducting virtual office hours with Content Specialists to support educators during extended remote learning. During these meetings, MDOE specialists will be available to provide support and guidance regarding distance learning and school supports, as well as to facilitate networking and resource sharing between educators. The virtual office hours have space limitations and are on a first come-first served basis. The schedules are regularly updated and can be found on the MDOE site.

Virtual Office Hours: https://www.maine.gov/doe/covid-19/contentmeetings CONTENT SESSIONS INCLUDE • SEL For All Educators • Tools to Differentiate Reading of Primary Sources & Current Events (Social Studies) • Physical Education • Social Studies PK-12 • Public Pre-K • Adult Education

• Gifted and Talented - Open forum • Digital Learning - Read-Aloud Guidance, eBook, Audiobook, Podcast Resources • PK-5 Science ideas/networking and 6-12 • Teaching History Office Hours • eBook, Audiobook, Podcast Resources • AND MORE!

It's hard to believe it's time to get ready for the new school year. As you prepare for returning students, you should also think about preparing for your own financial future. Supplemental retirement plans offered in your district are one of the best places for you to set aside money for your future. Why participate? • Earnings in the account grow tax-deferred. • You determine how much you want deducted from your paycheck – which you can change at your convenience. • The contributions you make are saved through convenient, automatic payroll deductions – you won’t even miss them. • Any contributions you make are always 100% vested –so the money you save is always yours. Whether or not Horace Mann is an approved provider in your district's supplemental retirement plan,it ’s important that you participate to help prepare for a healthy financial future. Contact your local Horace Mann representative to get more information on how to help protect what you have today and achieve a more secure financial future.

Maine Educator • April 2020

The wait is over! Online course memberships for MEA members

NOW AVAILABLE!

Maine Education Association (MEA), University of Maine at Presque Isle (UMPI) and Virtual Education Software (VESi) have partnered to offer MEA members access to online courses available for Continuing Education Units (CEUs).

Visit virtualeduc.com/mea or call 1-800-313-6744 for more information. One low annual course membership

Course topics include:

fee of $175.00 per year

Attention Deﬁcit Hyperactivity Disorder Autism & Asperger’s Disorders Classroom Management Diﬀerentiated Instruction Early Childhood Education Harassment, Bullying & Cyber-intimidation Reading & Writing Response to Intervention Talented and Gifted Teaching Diversity Teaching Math Conceptually and many more.

Earn 3 or 4.5 CEUs Choose from over 30 courses for re-certiﬁcation/authorization renewal You may take one course each term for a total of four each year

Visit virtualeduc.com/mea or call 1-800-313-6744 for more information.

CEUs granted through University of Maine at Presque Isle.

We recommend that you check with your school district and/or state licensing agency to verify these course oﬀerings April 2020 • www.maineea.org will meet your district and/or state requirements for re-certiﬁcation/authorization renewal.

COVID-19

Other Questions You May Be Asking...

What happens if a school employee or student tests positive for COVID-19? Can the school disclose who tested positive? There can be a disclosure to the school district, but the school district cannot provide the person’s name. Staff should expect to be contacted by the CDC regarding their findings or the CDC will communicate through the superintendent.

I have questions about grading? How will this be handled and what is expected to meet standards? There are a lot of pieces to the grading puzzle, particularly at the high school level. For example, there is one section of law that requires students to complete 4 years of English instruction. MEA expects that provision of law will be waived, but there has not been an explicit agreement to do so. This is something MEA is still advocating for as distance learning continues. In terms of individual grades and the system used, the MDOE is again leaving this item up to individual districts. MEA encourages local associations to develop an agreement with your district on how grading will occur, with the understanding that guidance regarding meeting individual standards for graduation requirements has not yet been given from the MDOE. For specific recommendations regarding grading, please see page....

If the year is cut short, will districts have the right to pro-rate out our contract salary and deduct salary amount based on the days eliminated from our calendar? The State has not cut any of the funding school districts are to receive for this school year. In fact, when the legislature was in session, prior to adjourning, it gave more money to public schools. School districts will receive this money during this school year. Therefore, it is MEA’s expectation that ALL public school employees, based on contracts, and on the Governor’s executive order, be paid for the duration of the school year, as if this pandemic had never happened.

What accommodations are being made for CTE programs? The MEA is working to gather more information regarding how CTE programs and certifications are impacted and what if any waivers will be available for these programs. This is on-going and as soon as MEA knows more it will communicate this information. 10

Maine Educator • April 2020

May an employer encourage or require employees to telework (i.e., work from an alternative location such as home) as an infection control strategy? Yes. An employer may encourage or require employees to telework as an infection-control or prevention strategy, including based on timely information from public health authorities about pandemics, public health emergencies, or other similar conditions. Telework also may be a reasonable accommodation. Of course, employers must not single out employees either to telework or to continue reporting to the workplace on a basis prohibited by any of the EEO laws. (See the U.S. Equal Employment Opportunity Commission’s publication, Work at Home/Telework as a Reasonable Accommodation, for additional information.)

If I am home with my child because his or her school or place of care is closed, or child care provider is unavailable, do I get paid sick leave, expanded family and medical leave, or both—how do they interact?

You may be eligible for both types of leave, but only for a total of twelve weeks of paid leave. You may take both paid sick leave and expanded family and medical leave to care for your child whose school or place of care is closed, or childcare provider is unavailable, due to COVID-19 related reasons. The Emergency Paid Sick Leave Act provides for an initial two weeks of paid leave. This period thus covers the first ten workdays of expanded family and medical leave, which are otherwise unpaid under the Emergency and Family Medical Leave Expansion Act unless you elect to use existing vacation, personal, or medical or sick leave under your employer’s policy. After the first ten workdays have elapsed, you will receive 2/3 of your regular rate of pay for the hours you would have been scheduled to work in the subsequent ten weeks under the Emergency and Family Medical Leave Expansion Act. Please note that you can only receive the additional ten weeks of expanded family and medical leave under the Emergency Family and Medical Leave Expansion Act for leave to care for your child whose school or place of care is closed, or child care provider is unavailable, due to COVID-19 related reasons. Additionally, “sick time” may be defined differently depending on the individual school district. Some employers are treating all COVID-related absences, including childcare, as paid without using accrued time, others are allowing use of accrued sick time for those purposes, and then some districts have created an emergency leave sick bank and expanded FMLA. In the case of FMLA use, the use of accrued leave may or may not be allowed depending on the employer to augment the two-thirds pay.

Any advice for teachers who feel that they are not being including in the decision making in their district? Please contact your local association representatives. The local association, in conjunction with MEA staff, are working with districts to ensure educator voice is being heard as we all navigate this new situation. Your first point of contact should be the local association.

Will the school year end early? Maine Commissioner of Education released the following statement on April 7th regarding this issue: "US CDC guidance recommends an 8 to 20 week time frame for avoiding large group/in-person instruction once there is evidence of community transmission of COVID-19. Therefore, I am recommending, with the support of the Governor, that you begin to plan to replace classroom/group instruction with remote/distance learning for the remainder of the 2019-2020 school year." However, even with this statement, the length of distance teaching and learning will be a local decision made by individual districts, similar to how each district has made the decision on when to close and for how long.

We are doing a lot of remote teaching. What rules are there around this type of work and FERPA laws? The biggest thing an educator can do is to ensure a student’s privacy. This includes making sure that you are engaged in online instruction in a private space and also making sure that no application you use is set to ‘record’ while you are using it (many applications such as ZOOM may automatically record your session unless you specifically tell it not to record). Do not send your students to websites or social media apps that are not approved by your employer, as unapproved websites may gather personally identifiable information about students. Check with your employer if you have questions about maintaining student privacy or if they have a list of allowable Apps and websites that meet FERPA guidelines. If you have additional concerns, contact your UniServ Director. Click here to read more about the proper guidelines for teaching with technology during this time.

How do we proceed with "High Risk" Staff who have been asked to come in? Any staff concerned they may be in a high-risk category should talk to their administrator immediately. If they are not comfortable you should not come to work. Everyone needs to be safe at work and feel safe at work. At the very least if a person is not comfortable coming to work and they are being told they must, they should use their sick leave or district sick leave bank (if one has been established for COVID-19) to make sure they remain paid during this time.

Is there a directive from the MDOE regarding how work be completed by students at home? The Department of Education has been clear they will rely on local control on most matters and they will not interfere with local districts in what they do. There is no clear directive of MDOE. They are allowing districts to develop their own remote learning programs and there is little direction from MDOE and we don’t expect that will change in the short term. If you feel the work you are doing is very far outside the scope of what you should do, please contact MEA immediately.

Which school staff members are essential and should continue to be paid? According to the Maine Department of Education: “All school employees are considered to be “essential” under the Governor’s more recent Executive Order #19 and should be expected to complete all duties and tasks assigned to them. The Governor’s Executive Order #15 requires SAUs to continue to pay all school employees who held contracts prior to the COVID-related disruption, including hourly workers. Further guidance can be found here. Long term substitutes who held a contract that provided reasonable assurance of employment prior to this emergency situation would also qualify for ongoing payment and should be available to provide services as assigned.” For more specific details regarding the MDOE's definition of essential, please see the department's guidance on this issue.

Are hourly employees mandated to report to work if they feel they are at risk for exposure to the virus? Do school districts still have to pay you? The MEA advocated for our hard-working support staff to receive pay during this time. After the Executive Order was issued the Maine Department of Education issued guidance on this issue. According to that guidance: The order is based on our collective expectation that both salaried and hourly employees are available and continuing to work and to provide urgently needed services for schools and the students they serve. HOWEVER, MEA did ask the following question, “what if an otherwise healthy staff member has been asked to selfquarantine or is in a shared living situation with someone who has been asked to self-quarantine or is sick?" The response from MDOE is as follows: This person could be given tasks to be completed at home, when possible and appropriate, and would continue to be paid.

April 2020 • www.maineea.org

Listen to Music

Take a Bath

Take a Nap Watch the Clouds

Go to a Body of Water

Write in a journal

Read a book

Learn something new

Walk Outside

r Rest you on a p u s g le WALL

Light a candle

MEDITATE

Take DEEP BELLY Breaths

Watch the Stars Let out a sigh

46 Ways to Take a Break

Fly a Kite

Move twice as slowly Sit in NATURE

Notice your BODY

Listen to a guided relaxation

Make some music

Examine an everyday object with fresh eyes

Go to a park

Put some music on and DANCE

Write a Letter

Find a relaxing scent

Call a Friend

View some ART (online)

Create your own coffee break

read or watch something

FUNNY

Wrtie poetry

Pet a furry creature

ik ab or e f Go rid

Let go of Something Forgive someone

eal in Eat a m silence

e so

iv Dr

her

w me

Paint on a surface other than paper

Read POETRY Do some gentle stretching

Color with CRAYONS

KINDNESS

Give THANKS

Climb a Tree

Engage in small acts of

T ele urn o ctr ff on ics

Healthy Habits

to Get Through Tough Times

Keeping yourself strong both mentally and physically in challenging times is important. One way to do that is to develop and stick to healthy habits that focus on your own well-being. “Times of uncertainty demand discipline and doing hard things during hard times gives people a mood boost that creates confidence,” says Caroline Miller, MAPP, positive psychology expert and author of “Creating Your Best Life” and “Getting Grit.” She recommends starting by choosing a simple habit that can set you up for a good day, such as journaling for 20 minutes or having a moment of gratitude before a meal. Incorporating new actions into everyday routines is key to helping them stick and reaping the benefits, Miller says: “Tying these small habit changes to another event that is already anchored into your day—waking up, eating a meal, brushing your teeth, doing laundry—can make the creation of healthy habits easier.” One habit that’s top-of-mind for everyone now is regular, thorough hand-washing. Scrubbing your hands with soap and water for 20 seconds, and then being mindful of not touching your face, is a simple but very effective way to help reduce your risk of introducing germs and viruses into your body. Now that “social distancing” and “self-quarantining” are becoming a new way of life, our normal routines have been disrupted, but it’s still important to maintain—and even create—healthy habits. As you’re consciously adjusting your daily actions to be more vigilant about your health, take some time now to adopt habits that will sustain you in the days to come. This is especially important for educators, whose attitudes and actions have a big impact on their students, says Miller. “We underestimate the impact of anxiety on our moods, which are contagious, so educators need to be especially careful around what they talk about, focus on and choose to do in their free time,” Miller says. “Behaviors that are known to improve wellbeing and that give you a sense of mastery and competence in times of overwhelm and helplessness include exercise and giving to others.”

Be more vigilant about your health, take some time now to adopt habits that will sustain you in the days to come.

1. Get enough good sleep

Nearly two-thirds of Americans report their sleep needs aren’t being met during a typical week. And as fears mount about the medical and financial implications of the COVID-19 pandemic, you may be tossing and turning all night worrying. Getting sufficient shuteye may be a challenge for many people now, but experts agree that it’s as important to health and well-being as diet, exercise and stress relief. In fact, more and more research links poor sleep habits with an increased risk for heart disease, diabetes, obesity and impaired immunity. Another reason to sleep more: Getting “more than ‘rest and recharge,’ sleep actually allows your brain to imprint and store information you’re exposed to during the day,” Hendel says. Miller says that taking some time in the evening to do a gratitude exercise—listing three things you’re grateful for and why they happened to you that day—can have a positive impact on your mood and help you fall asleep. She also recommends listing your goals for the coming day. “That can prevent anxiety because it gives you something to focus on and organize, which reduces ‘cognitive load’ and makes sleep easier,” she says. Sleep goal: Aim to get 7-9 hours of sleep each night. Baby step: Establish good sleep hygiene by waking up and going to bed at the same time each day—even on weekends. For more tips on getting better sleep, read our article on how to solve four of the most annoying sleep problems.

“Self-care in terms of nutrition, fitness and mental resiliency is crucial to your performance level,” says Amy Hendel, PA, founder of healthgal.com and author of “The 4 Habits of Healthy Families.” To start, try focusing on these five important self-care habits: April 2020 • www.maineea.org

2. Eat healthy

Stressful times can induce bad stress-eating habits, so it’s more important than ever to focus on eating well. “Don't use this period as an excuse to feed yourself with anything you can find or desire,” Miller says, who notes that poor food choices now can have a negative impact in the long term. “Try as hard as possible to stock up on vegetables that you can learn to cook healthfully, and experiment with recipes or cooking devices like an Instapot that can make the task easier. It’s also a good time to plant a vegetable garden, which can produce some things like lettuce within weeks.” Your body and mind need a steady supply of fuel (i.e., glucose) to function at its best. How you manage your diet dictates whether you stay energized throughout a challenging workday, or if you’ll face insurmountable slumps when you need energy. “Studies show when you start the day with the right proportion of protein, fats and complex carbohydrates, your blood sugar rises steadily, making it easier to be alert and awake,” Miller says. “The body works best in 90-minute spurts of intensity and rest, so have a few small snacks to help you through any mid-morning and early afternoon dips (think bananas, trail mix and fiber-rich snacks).” Nutrition goal: Eat a power breakfast every day. Studies show that eating breakfast improves memory, problem-solving ability and mood. Baby step: Munch on trail mix before hunger pangs strike. “Nuts and seeds plus a fruit or veggie, or a hard-boiled egg helps boost energy levels without the typical blood sugar slump that comes after consuming the standard processed carbohydrate snack,” Hendel says.

“

Don't use this period as an excuse to feed yourself with anything you can find or desire," says Caroline Miller, MAPP positive psychologist and author.

endurance—both of which help educators excel at the head of the class. The benefits of even a simple workout can last for hours. Even though you may not want to (or be able to) go to the gym, don’t let that stop you from staying active now. See if you can carve out a little bit of space at home to do weight-bearing exercises that require little or no equipment. There are a lot of good, free workout videos online that can give you guided inspiration. Going for walks also is recommended; just be sure to keep a reasonable distance from other people who are out enjoying the sunshine. Exercising also can help you improve your sleep quality, too. “Exercise that uses the biggest muscles in the body—the quadriceps—can make you particularly tired at night, so walk hills or stairs during the day, and make sure that your body is as tired as your mind,” Miller says. Note that if you haven’t been exercising regularly, don’t jump in all at once. Start slow and build up your stamina. And of course, if you feel under the weather, opt to take it easy that day instead. Activity goal: Exercise for at least 30 minutes, 5-7 days each week. Baby step: Take every opportunity to move. Park at the end of the grocery parking lot. Take the stairs rather than the elevator. Wash your car in the driveway instead of hitting the car wash. Do lunges while you brush your teeth.

3. Get active

Experts claim exercise is medicine for both body and mind. Studies show physical activity improves circulation, boosts energy and reduces stress. Plus, research suggests that exercise, particularly interval training, is an optimal way to enhance mood and build

Stress is one of the greatest risk factors for chronic disease. 14

Maine Educator • April 2020

4. Focus on your breathing

Stress is one of the greatest risk factors for chronic disease. Although our bodies are remarkably capable of bouncing back from short bouts of stress, chronic stress launches a negative chain reaction that leads to poor habits.

Meditation can help break the cycle. Research shows that daily meditation not only reduces stress, lowers blood pressure and promotes well-being, it also creates a surge in mood-stabilizing chemicals and feel-good hormones like serotonin. Stress management goal: Meditate for 10 minutes daily. According to a University of Pennsylvania research study, daily meditation improves the ability to prioritize and manage tasks and goals, re-focus attention, and stay alert to our environment. Baby step: When you’re feeling stressed, take three deep breaths. Even one deep centered breath can lower blood pressure, ease muscle tension and release stress.

Positive thinking goal: actively reframe your thoughts to support your desire for happiness and success. not only are you more likely to accomplish these goals, but your stress levels will decline, too.

happiness and success. Not only are you more likely to accomplish these goals, but your stress levels will decline, too. Baby step: Every morning, visualize yourself accomplishing a small goal, such as meditating when you get stressed.

5. Envision success

Visualizing a desired outcome is a great tool on the pathway to success. According to research in positivity, changing the output of your body requires rewriting the software in your mind. This intimate connection between mind and body explains why people who see the glass half full tend to be healthier than their glasshalf-empty counterparts.

Once you've had a chance to focus on centering yourself and creating some good habits, you'll be in a good space to help others.

“Simply generating positive emotions is the equivalent of hitting a ‘reset button’ when it comes to stress,” Miller says. Dubbed the “undoing effect,” creating emotions of pleasure, joy and contentment can undo the cardiovascular stresses initiated in the body. That positive feeling can be transferred to others, as well. Not only will you undo the impact of stress on your own body, you’ll also create an energetic environment that helps your students learn.

The more consistency you bring to changing your actions early in the process, the more likely your new habits will stick. Manifesting good habits takes time, but it’s worth the effort, Miller says. “Depending on the difficulty of the habit being created, and the support system on board to make the change, it can take anywhere from four to 10 weeks to make lasting changes,” she says. Once you’ve had a chance to focus on centering yourself and creating some good habits, you’ll be in a good space to help others—from your students to the needy in your community. “Take care of your body, and then see what you can do to positively impact the lives of those who are less fortunate,” Miller says. “Organizing or being part of a neighborhood brigade to deliver meals or read to the elderly via Zoom would bring many flourishing benefits.”

Visit Maineea.org to see more tips on how to deal with anxiety and reduce stress.

Positive thinking goal: Actively reframe your thoughts to support your desire for April 2020 • www.maineea.org

EMPLOYEE RIGHTS

PAID SICK LEAVE AND EXPANDED FAMILY AND MEDICAL LEAVE UNDER THE FAMILIES FIRST CORONAVIRUS RESPONSE ACT

Is experiencing any other substantially similar condition What MEA Members Need to Know about The Families First Coronavirus Response Act (FFCRA or Act) requires certain employers to provide their the U.S. reasons Department of Health and Human employees with Coronavirus paid sick leave andResponse expanded family and medicalspecified leave forbyspecified related to COVID-19. the Families First Act Services. (U.S. Dept. of Labor poster, Employee Rights) These provisions will apply from April 1, 2020 through December 31, 2020.

The Families First Coronavirus Response Act (FFCRA), which ► PAID ELIGIBLE EMPLOYEES: In general, employees of private sector LEAVE ENTITLEMENTS goes into effect on April 1, provides protections for American employers with fewer than 500 employees, and certain public Generally, employers covered under the Act must provide employees: workers that include increased funding for unemployment, paid sector employers, including all public schools, are eligible for up to to leave, two weeks (80 hours, a part-time equivalent) of paid sick leave based on the higher of emergencyUp sick paid family and or medical leaveemployee’s for COVID- two-week two weeks of fully their regular rate of pay, testing, or the applicable or Federal minimum wage, paidor at:partially paid sick leave for COVID-19 related related childcare, free coronavirus increasedstate funding for reasons (see above). Employees who have been employed for at Medicaid, and •emergency funding for food security initiatives. 100% for qualifying reasons #1-3 below, up to $511 daily and total;to their leave request may be eligible for up to least 30$5,110 days prior These initiatives include strengthening the Supplemental Nutrition 10 weeks of partially • 2/3 for qualifying reasons #4 and 6 below, up to $200 daily and $2,000 total; paid and expanded family and medical leave for Assistance Program (SNAP), loosening restrictions on schools that reason #5 above. to 10 weeks more of paid leaveofand expanded family and medical leave paid at 2/3 for qualifying provide meals •toUp students, and increasing thesick number potential reason #5 below for up to $200 daily and $12,000 total. feeding sites if COVID-19 disrupts the food supply. The U.S. Dept. of Labor has provided information on the A part-time employee is eligible for leave for the number of hours that the employee is normally scheduled to work emergency paid leave and FMLA expansion. For more information, period. Employersover mustthat now provide paid sick leave and expanded family

details of the bill, a flyer and a Q&A sheet explaining its contents, and medical leave under certain conditions related to the impact click on the links below. If you believe you are eligible and require ► ELIGIBLE EMPLOYEES of COVID-19. The bill is in effect from April 1 until December 31 of leave the qualifyingand reasons listed, please be in touch with your thanfor 500 employees, certain public sector this year. In general, employees of private sector employers with feweremployer. If you have further questions, please contact the MEA/ employers, are eligible for up to two weeks of fully or partially paid sick leave for COVID-19 related reasons (see below). your Director. Employees who have been employed for at least 30 days prior toUniServ their leave request may be eligible for up to an The U.S. Department of Labor has provided a summary of the Act: additional 10 weeks of partially paid expanded family and medical leave for reason #5 below.

PAID LEAVE ENTITLEMENTS: Generally, employers covered under ► QUALIFYING the Act must provide employees: Up to two weeks hours for REASONS FOR (80 LEAVE RELATED TO COVID-19 full-time, or part-time employee’s of paid if the employee is unable to work, including unable to Ana employee is entitled totwo-week take leaveequivalent) related to COVID-19 sick leave: telework, because the employee: • 100% for qualifying reasons #1-3 below, up to $511 daily and $5,110 total; 5. is caring for his or her child whose school or 1. is subject to a Federal, State, or local quarantine or • 2/3 for qualifying reasons below, up to $200 daily and place of care is closed (or child care provider is isolation order #4-6 related to COVID-19; $2,000 total; and unavailable) due to COVID-19 related reasons; or hasof been advisedfamily by a health care provider to • Up to 102. weeks expanded and medical leave for 6. is experiencing any other substantially-similar self-quarantine related to COVID-19; qualifying reason #5 below, paid at two-thirds pay up to $200 condition specified by the U.S. Department of is experiencing COVID-19 symptoms and is seeking daily and3.$12,000 total. A part-time employee is eligible for Health and Human Services. medicalof diagnosis; leave for theanumber hours that the employee is normally scheduled that period.subject to an order described 4. toiswork caringover for an individual in (1) or self-quarantine as described in (2);

QUALIFYING REASONS FOR LEAVE RELATED TO COVID-19: An employee is entitled to take leave related to COVID-19 if the employee ►is ENFORCEMENT unable to work, including unable to telework, because The U.S. Department of Labor’s Wage and Hour Division (WHD) has the authority to investigate and enforce compliance the employee: withto the FFCRA.State, Employers not discharge, discipline, or otherwise discriminate against any employee who 1. Is subject a Federal, or localmay quarantine or isolation lawfully takes paid sick leave or expanded family and medical leave under the FFCRA, files a complaint, or institutes a order related to COVID-19; proceeding under or related to this Act. Employers in violation of the provisions of the FFCRA will be subject to penalties 2. Has been advised by a health care provider to self-quarantine and enforcement by WHD. related to COVID-19; For additional information 3. Is experiencing COVID-19 symptoms and is seeking a medical or to file a complaint: diagnosis; WAGE AND HOUR DIVISION 1-866-487-9243 4. Is caring for an individual subject to an order described in (1) UNITED STATES DEPARTMENT OF LABOR TTY: 1-877-889-5627 or self-quarantine as described in (2); dol.gov/agencies/whd 5. Is caring for his or her child whose school or place of care is WH1422 REV 03/20 closed (or childcare provider is unavailable) due to COVID-19 related reasons; or 16

Maine Educator • April 2020

Graduate Programs That Change Lives M.S.Ed in Educational Leadership — Enrolling a New Cohort This Summer! Those Who Can, Teach. Those Who Teach, Advance Their Careers at Farmington. Whether you’re seeking to earn the credentials, knowledge and skill sets to climb the ladder at your current school, to become a more valuable educator wherever you choose, or to be the kind of educator other teachers want to emulate, the University of Maine at Farmington M.S.Ed. in Educational Leadership will help you get there. M.S.Ed. in Educational Leadership is designed for professional educators who want to become leaders in their classrooms, schools, school districts or other educational settings.

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• Delivered in blended format: 70% online / 30% face-to-face • Emphasizes school improvement knowledge and skills grounded in research • Organized in a collaborative cohort format Other Graduate Programs Offered at Farmington • M.S.Ed. in Early Childhood • M.S.Ed. in Special Education • M.A. in Counseling Psychology - Emphasis in Creative Arts • Online M.Ed. in Instructional Technology • Certificate in Administration • Certificate in Assistive Technology • Certificate in Gifted and Talented Education • Certificate in Math Leadership • And more! Accredited by the New England Commission of Higher Education (NECHE) and the Council for the Accreditation of Educator Preparation (CAEP)

Learn More: www.farmington.edu/edleader-1

April 2020 • www.maineea.org

YOU ARE AMAZING Despite the difficulties, there are so many ways MEA members are shining to support Maine students. From delivering food and schoolwork, to donating medical supplies to creating a device to allow more than one patient to use the same ventillator.

We are #MEAProud of AFUM member Jacquelyn Gill for collecting and organizing supplies to help medical professionals #WeAreMEA Thanks to Jacquelyn, health care professionals received gloves, masks, face shields, and Tyvek suits Like

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Educators from Augusta Schools share messages with their students via social media. You are not alone and we are in this together! Like

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Thank you to our school heroes for stepping up and setting up tables with packets of work for our students so they can continue to learn. These tables were outside Lyman Moore Middle School. Like 18

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Maine Educator â&#x20AC;˘ April 2020

Share Your Stories #educatetogether

Check out the educators at Memorial Middle School in South Portland! We may be keeping our distance but the love for our students and jobs is strong!

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MEA is beyond proud of member Dan Abbott for his work to help others. Abbott created a device that acts as a splitter that could allow multiple patients to use the same ventilator. Like

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Our amazing support staff members have provided tens of thousands of meals for students statewide everyday. These bags are from AOS 94. Thank you to all our support staff who are ensuring our children are fed and our buildings are clean, and meals are delivered. Like

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Students, Not Grades, COME FIRST

tudents and educators across Maine have been engaged in some degree of remote teaching and learning for several weeks. It is natural at this point, after an initial transition period, that schools and educators are thinking about what the rest of the school year looks like, including how student work will be assessed. School districts and educators continue to work to address basic student needs and provide the very best learning opportunities possible in this emergency situation, and the approach to assessing student work must take into consideration the very different circumstances we all find ourselves in.

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We must continue to put students, not grades, first. That means focusing on the basics and more when we can and when it’s appropriate.

We must continue to put students, not grades, first. That means focusing on the basics and more when we can and when it’s appropriate. That means continuing to take steps to confirm students’ safety and to make sure they have food. It means helping them get connected as schools are able to provide devices and/or hot spots for students that otherwise do not have such access at home. It also means continuing to check in, to make sure they know you care and inspiring learning as much as possible. While the Maine Department of Education recognizes that grading decisions will be made at a local level, the MDOE is encouraging schools to adopt a system that holds students harmless for situations outside of their control. The following is information to consider as you think about grades and assessments for the rest of the school year.

Consider Equity Issues Equity must be considered in all grading systems with the understanding that access may not be available for all students. If a student is unable to meet the requirements established locally, for whatever reason, that student should not be penalized.

Continue Providing Feedback on Work and Support for Learning Supporting students during this time is crucial. Continue to provide formative feedback, to the extent that is reasonably possible, either through online comments or emails or direct messages to students and families. Phone calls can also help reach the students who are having connectivity issues. Providing valuable information to help guide students in their work, understand, motivate and grow will be more important than any letter or number grade. Focus more on learning and support rather than performance.

During this difficult and stressful time, MEA acknowledges that any formal and/or permanent evaluations of students are likely not reasonable for the remainder of the 2019-20 school year. In order to ensure equity, the focus should be on learning and support for both our students and families.

April 2020 • www.maineea.org

MEA AND MDOE

WEBINAR

MEA AND MDOE JOINT UPDATE ON COVID-19 AND OUR SCHOOLS View meeting recording online by clicking here. You will have to register to view the recording, fill out your name and email address to access the video.

As you may be aware, MEA hosted a webinar with the Maine Department of Education, including the Commissioner of Education, Pender Makin. If you missed this webinar, which has key information regarding length of the school year, considerations for remote instruction/distance learning, and more, you can now view the recording.

FO FRE RA E LL

If you have any questions, please reach out to MEA. You can contact us here: https://maineea.org/contact-us/ If you have any questions, please reach

out to MEA. You can contact us here: maineea.org/contact-us/

MAINE SCHOOLS PROVIDING MEALS TO STUDENTS DURING CLOSURES

To see where food is being provided for students: https://www.maine.gov/doe/meals

In order to ensure students are fed during this time, the Maine Department of Education applied for a waiver from the United States Department of Agriculture (USDA) and received the ability to extend food service programs during the extended time of remote learning due to the COVID-19 pandemic. “Maine schools are going above and beyond to make sure that their students have access to food while schools are utilizing remote learning,” said Maine Education Commissioner Pender Makin. “District and school leaders, teachers, and staff have collaboratively worked to meet the needs of students during this difficult and uncertain time, and we are so impressed with how quickly and efficiently it has all come together.” The MDOE has created an interactive map, that is updated daily, to help highlight where schools are providing meals. Please share this map with any of the parents/guardians in your school community who you feel could benefit from these services.

To see where food is being provided for students: www.maine.gov/doe/meals April 2020 • www.maineea.org

Continuity of Learning and Special Education During COVID-19 Article from the Maine Department of Education. This is a working document, which may be updated frequently due to the rapidly changing response to this pandemic emergency and ongoing Federal guidance updates.

ublic and private schools and higher education institutions statewide have suspended in-classroom instruction in accordance with the Governor Mills’ March 15, 2020, recommendation. On March 31, 2020, Governor Mills ordered that all such schools shall continue to cease classroom or other in-person instruction until at least May 1, 2020, or until further Order.

Given this extended period of alternative learning, the Office of Special Services is available to provide guidance and support to educators regarding the implementation of continued educational opportunities and the impact on special education.

GUIDANCE RUNDOWN Educational Opportunities Communicaiton W/ Families IEP Team Meetings Timelines Annual Review/Reevaluation Dates

All members of our school communities must continue to consider what is appropriate under the current circumstances and reasonable within their resources, to determine what constitutes providing continued educational opportunities, to the greatest extent possible, consistent with state and federal guidance. The following guidance will address educational opportunities, communication with families and caregivers, IEP team meetings, timelines, annual review/reevaluation dates, referrals and next steps.

Educational Opportunities The Individuals with Disabilities Education Act (IDEA) does not specifically address a situation in which school-based instruction would be suspended for an extended period due to exceptional circumstances, such as a pandemic emergency. School Administrative Units (SAUs) must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students, and those individuals providing education, specialized instruction, and related services to these students. Present exceptional circumstances may affect how special education and related services are provided, just as it is impacting what a “public education” currently is for all our students. SAUs may not be able to provide all services in the same manner that they are typically provided. Federal disability law allows for flexibility in determining how to address the individualized needs of students receiving special education services. 22

Maine Educator • April 2020

Given that school buildings across the state of Maine are not providing school-based instruction, it is essential that SAUs focus on providing continued educational opportunities for all students in alternative ways. SAUs must ensure that students receiving special education have access to these opportunities. For students with individualized education programs (IEPs), SAUs must ensure that each student is provided the special education and related services sufficient to meet the intent of the student’s IEP developed pursuant to the IDEA, to the greatest extent possible, in light of the suspended classroom instruction impacting all our students.

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During this uncertain and difficult time, it is important to maintain positive relationships with families.

Continued educational opportunities are not required to be determined or documented within the IEP team process, however these opportunities should be individualized based upon the student’s unique needs.

Communication During this uncertain and difficult time, it is important to maintain positive relationships with families. Consistent communication and documentation with parents is vital in ensuring that SAUs and parents or guardians collaborate as a team, even though they are not in the same physical location. When communicating with parents and/or guardians, the Office of Special Services recommends the following: • Acknowledge in your communications to all caregivers that either you have a plan for providing equitable access and special education and related services or are developing such a plan. • Develop a protocol to communicate proactively with parents, guardians and caregivers regarding their child’s IEP services during alternative instruction taking into consideration the parents’ and guardians preferred method of communication. This should be done on an individual basis and SAUs should not rely on communications to the general population to provide this information. • As soon as possible, notify parents and/or guardians of students with disabilities of your individualized plan for that student to access continued educational opportunities. Include the input of parents or guardians and the student, as appropriate, when discussing the plan. • Allowing parents and/or guardians to provide feedback provides

them, and ultimately, students, a voice in the process, rather than simply notifying them of the result. This communication should be ongoing throughout the implementation of the plan so that the educators delivering and/or overseeing the services can adjust the plan when appropriate.

IEP Team Meetings During this period of alternative learning, the Office of Special Education and Rehabilitative Services (OSERS) has indicated that if all students are receiving continued educational opportunities (homework packets, continuous learning opportunities, online/virtual learning), SAUs are not required to revise an IEP because all students are receiving an alternate mode of instructional delivery of the general education curriculum. This would avoid the need to conduct IEP meetings related to the instructional delivery method in those cases and would not constitute a change in placement. This also allows school staff to focus on the provision of supports and services, rather than engaging in numerous IEP meetings. If a parent or the SAU wishes to discuss the student’s continued educational opportunity, the parent and SAU have flexibility to use other means of conferring with one another, rather than convening the IEP team for a meeting. There may be unique instances, however, when a SAU and a parent agree that an IEP team meeting is necessary. In such cases, the parties may agree to conduct the meeting via an alternate means of meeting participation, such as video conference or conference call. In determining if an IEP team meeting is necessary please consider the following: • The purpose of the IEP team meeting (e.g., Given that there is no requirement to revise IEPs to include remote continued educational opportunities, is having an IEP team meeting necessary? Will holding the meeting affect the continued educational opportunities being provided to the student? etc.). Please note!

If there is a need to change the IEP during alternative instruction, the parent of a child with a disability and the SAU may agree not to convene an IEP meeting for the purpose of making those changes, via an IEP amendment Agreement to Change an Individualized Education Program Without Convening a Planning and Placement Team Meeting.

• The IEP team membership requirements (e.g., Will each member be available and able to meaningfully participate in the meeting? etc.). • Confidentiality and privacy concerns (e.g., If the meeting is being held telephonically or virtually, will each team member have access to a private space? Is the virtual format that you are using secure? etc.).

Timeline Requirements This is an unprecedented time where the primary focus is the safety of students, families, and educators and allowing staff the time to provide instruction and services to students. Focusing on those priorities may cause challenges to timeline compliance. Federal guidance on timelines is forthcoming.

IEP Annual Review/Re-evaluation Dates Given that schools are not operating as usual for an extended period, SAUs may find it difficult to conduct Annual Reviews and Reevaluations. There are no statutory or regulatory provisions that allow extensions of time to conduct these IEP team meetings. Be reminded however, a parent/adult student may agree in writing that a reevaluation (i.e., “triennial review”) is not necessary. If an annual review or re-evaluation date is not met, the school district should hold the IEP team meeting once school resumes. Missed meeting dates due to school closings related to COVID-19 will not affect the district’s General System of Supervision and Monitoring. Monitoring activities are currently suspended and will resume based on each SAU’s projected cycle. More information will be provided around monitoring when school-based instruction resumes. If the effective date of a student’s IEP lapses during the period of alternative learning, the student’s IEP will remain in effect until a new IEP is developed.

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The Office of Special Services is committed to providing ongoing guidance to support SAUs and families.

Next Steps As the next steps to protect public health and safety unfold, The Office of Special Services is committed to providing ongoing guidance to support SAUs and families. SAUs should prepare for the need to individually assess the impact of school closures for their students. The Office of Special Services has collected information and resources for administrators, teachers and families/caregivers which may be accessed at www.maine.gov/doe/learning/specialed/covid19.

Please note, if there is a need to change the IEP during alternative instruction, the parent of a child with a disability and the SAU may agree not to convene an IEP meeting for the purpose of making those changes, via an IEP amendment Agreement to Change an Individualized Education Program Without Convening a Planning and Placement Team Meeting. April 2020 • www.maineea.org

92nd Representative Assembly 2020 MEA Representative Assembly will be held virtually this year. MEA is working on details around this and will contact MEA delegates as soon as more information is available. The RA is comprised of local association delegates from across the state and serves as the Association's highest governing body. The delegates will determine MEA's policies, programs, and budget for the 2020-2021 year. PROPOSED CHANGES TO CONSTITUTION, BYLAWS AND STANDING RULES ARTICLE I. MEMBERSHIP Section 1. Membership Categories D. Retired Membership Eligibility - Retired membership shall be open to any retired employee of a school district, college or university, or other institution devoted primarily to educational work. Retired members shall maintain membership in the state, national and governance affiliate where eligible. A Retired member who has contracted with an employing school district to work more than thirty (30) days or two hundred forty (240) hours in a membership year will have their Retired membership placed on hold; he/she shall join as an Active member until no longer eligible for Active membership, at which point Retired membership will be restored. RATIONALE: It needs to be clear in our documents what the status of a retiree is when they return to work in order to be sure that they have coverage under the NEA liability insurance which only covers retirees who substitute teach if they are teaching without a contract. This language puts in our bylaws what has been the policy of the MEA since 2006 so that there is greater clarity. Submitted by Grace Leavitt, MEA President The S & B Committee recommends “Ought to Pass”

RATIONALE: This will clarify what already happens should a member become eligible for more than one membership category and is in line with NEA Bylaw 2-1.h.. Submitted by Grace Leavitt, MEA President The S & B Committee recommends “Ought to Pass” ARTICLE V. BOARD OF DIRECTORS Section 4. Vacancies A. A seat on the Board of Directors shall automatically become vacant when such member holding such position leaves the profession, resigns, is impeached, or is no longer employed in that governance district from which elected, or whose change in membership category makes such member no longer eligible to represent that governance district. Vacancies in all seats shall be filled by appointment by a majority vote of the members of the Board of Directors present at a regular or special meeting according to procedures outlined in the Elections Handbook. Such appointment shall be effective until the next July 15. RATIONALE: This clarifies what happens when a member’s membership category changes, as is current practice and is aligned with NEA governance documents Submitted by Grace Leavitt, MEA President The S & B Committee recommends “Ought to Pass”

ARTICLE I. MEMBERSHIP Section 1. Membership Categories

ARTICLE VI. COMMITTEES Section 2. Standing Committees

I. Classification, Reciprocity and Appeals

B. Human, Civil Rights, and Cultural Affairs Social Justice Committee

1. Classification of membership in the Association shall be determined by governance or the state affiliate. Where Association membership is denied by virtue of educational position, the state may provide for such membership by vote of the Representative Assembly. Educational positions eligible for membership shall be determined through secret ballot in all governance affiliates. If a member is eligible for more than one membership category, the member shall enroll in the category which provides the greatest degree of participation in Association governance.

A Human, Civil Rights, and Cultural Affairs Social Justice Committee of eleven (11) members shall advocate for minority involvement in the Association and educational and training programs designed to enhance human and civil rights. Committee members shall be appointed for three-year (3) terms. RATIONALE: This name change will better reflect the work that the committee is focusing on. This will also align with NEA’s current focus Submitted by the HCRCA committee The S & B Committee recommends “Ought to Pass”

Maine Educator • April 2020

PROPOSED RESOLUTIONS 1 – New B RESOLVED: that the MEA supports comprehensive school safety training provided to all school employees. Rationale: Intruder/active shooter training is often required for teaching staff, but not employees such as ed techs, secretaries, custodians, drivers or nutrition staff who may provide critical support in such situations. Submitted by: ESP Committee, Jamie McAlpine, Committee Chair

7 – New E RESOLVED: that the MEA supports increases in funding from the State of Maine for the following support services for Maine seniors: independent living, assisted living, in-home care, and long-term care. Rationale: For many seniors, income in retirement is significantly reduced while the costs of services increases each year. Assisting individuals financially is imperative in order to obtain necessary services as one ages. Submitted by: MEA-Retired Kay Grindall, President

2 – New C RESOLVED: that the MEA believes that drills concerning school safety should be age-appropriate, trauma-sensitive, and have evidence of their effectiveness in maintaining safety or preventing violence. Rationale: Recent reports show that some current practices actually cause harm (traumatize students and staff, increase anxiety, etc.) and are not proven to be effective. Submitted by: Grace Leavitt, MEA President

8 – New E RESOLVED: that the MEA supports providing space, opportunity, time, education, and resources to address the issues of mental health, substance abuse, and primary and secondary traumas affecting students and staff. Rationale: Educators and students are experiencing more mental health, substance abuse and primary and secondary traumas in school. The MEA should support educators and students going through this. Submitted by: Human, Civil Rights and Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs

3 – New C RESOLVED: that the MEA believes there should be no subcontracting of any school positions. Rationale: Employees of the employer take ownership and pride in their work. This results in a safer, friendlier educational atmosphere. Employees also are more likely to be organized and have a strong voice in the workplace. Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs

9 – New E RESOLVED: that the MEA supports a 30-minute lunch for students and a 30-minute recess/non-instructional time for all Maine students PreK-12. Rationale: The committee feels all students should have a 30 min lunch to promote healthy eating. The Committee feels 30 min of recess/ non-instructional time allows for a break all students should have. Submitted by: Human, Civil Rights and Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs

4 – New C RESOLVED: that the MEA believes all staff should receive, at minimum, a 30-minute, duty-free, lunch break daily. Rationale: An appropriate length of time to support a healthy lunch period with an adequate amount of time to obtain and eat lunch. Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs

10 - Proposed Amendment of A8 A8. RESOLVED: That the MEA supports legislation establishing an autonomous professional licensing board for educators teachers comprised of a majority of practicing teachers. (Adopted 1993; Amended 2002) Rationale: “Educators” could include administrators. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs

5 – New D RESOLVED: that the MEA supports negotiating provisions for transfers that follow due process and opposes transfers for punitive reasons. Rationale: Negotiate appropriate process to determine transfers and transfers should not be disciplinary or punitive in nature. Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs 6 – New D RESOLVED: that the MEA supports negotiating adequate teacher-directed preparation and planning time, free of other assignments and activities, of at least the equivalent of a class period daily. Rationale: Adequate planning and preparation time leads to increased educational value in the classroom for students. Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs

11 – Proposed Amendment of A10 A10. RESOLVED: That the MEA opposes supports public school choice/charter schools and virtual schools unless when all of the following guarantees have been met: • schools are accountable to state and federal standards. • schools are nonsectarian. • schools are run by non-profit entities inside the public school domain. • school employees have collective bargaining rights. • school personnel are appropriately certified and authorized. • schools provide open admissions and accommodations for the needs of at-risk students and for those requiring special education services. • schools comply with all state and federal nondiscrimination and equal education opportunity laws. • schools provide each student in a virtual learning setting with appropriate on site assistance and services. • schools provide each student in a virtual learning setting with April 2020 • www.maineea.org

opportunities for social interaction with other students. • schools ensure that each student in a virtual learning setting has sufficient non-screen time as part of their schedule. • virtual school programs are age appropriate. • schools are accountable to appropriate publicly elected school board(s). • schools comply with all applicable security, safety and health standards. • school funding sources do not reduce state funding to existing public schools. (Adopted 1998; Amended 1999; Amended 2004; Amended 2005; Amended 2009; Amended 2011; Amended 2013; Amended 2019) Rationale: There is now a public charter school affiliate of MEA and another who sought to join; others may follow suit. MEA is interested in raising educator voices and supporting educators so that they can support students. Submitted by: Grace Leavitt MEA President 12 – Proposed Amendment of B4 B4. RESOLVED: That the MEA supports enhancements to the quality of the school day maximizing educationally effective and appropriate use of student and teacher time as an alternative to increasing the length of the school day or the number of days in the school year. (Adopted 1989; Amended 2002) Rationale: Updates for clarity Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs 13 - Proposed Amendment of B16 B16. RESOLVED: That the MEA supports the effort to reach out to new teachers educators during their first five years of teaching in order to encourage professional development and membership in their professional association. (Adopted 2002; Amended 2014) Rationale: Educators includes ESP’s. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 14 - Proposed Amendment of B32 B32. RESOLVED: That the MEA believes that students deserve well-designed assessment tools that test the information being taught. These tools include: • adequate time for learning between test administrations • results are used to inform instruction • authentic assessments which evaluate an individual student’s growth in multiple ways • monitoring of state-wide assessment administration and training • annual review of the success and failure of test administration with a full range of stakeholders • the results of high-stakes testing should not be used in teacher evaluation frameworks (Adopted 2019) Rationale: This bullet point is already covered in C15. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 15 – Proposed Amendment of C10 C10. RESOLVED: That the MEA supports the concept that health insurance is a benefit afforded to educators and their families and that whether or not an educator’s spouse/partner (employed outside 26

Maine Educator • April 2020

the district) has health insurance should not affect the employer’s contribution toward the educator's insurance. (Adopted 1994) Rationale: Updates for clarity Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs 16 – Proposed Amendment of C14 C14. RESOLVED: That the MEA deplores opposes the practice of assigning substitutes to regular positions. Such positions should be filled by employees who are eligible to be placed on contractual status by the school district. The MEA further opposes the practice of utilizing employees to substitute for personnel on extended leave without providing full pay and benefits for the substitutes. The MEA recognizes the need and the legislative requirement for certified/ authorized educators to be hired for every teaching and support position, preK-12. (Adopted 1997; Amended 2002; Amended 2015) Rationale: Consistency with other resolution language. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 17 - Proposed Amendment to C17 C17. RESOLVED: That the MEA believes low-cost rental housing (individual homes, apartments, or condominiums) should be made available by municipalities or their school districts to all teachers and school personnel educators who choose to exercise this option. (Adopted 2004) Rationale: Inclusive and consistent with other resolution language. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 18 – Proposed Amendment to D8 D8. RESOLVED: That the MEA supports negotiating contract provisions requiring clerical assistance, such as, but not limited to: copying, classroom setup, pickup and preparation, and duty coverage, through collective bargaining clerical assistance for teachers. (Adopted 1991) Rationale: Updates for clarity Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs 19 – Proposed Amendment of D21 D21. RESOLVED: That the MEA believes retirees should be consulted if the local bargaining unit is considering changing health insurance carriers. that during or prior to negotiations concerning health benefits coverage, each MEA local bargaining unit should afford retired former members with health benefits coverage, the opportunity to state and share their opinions and concerns regarding the impact of possible changes in health care coverage at an association meeting only if the local association is considering changing insurance carriers or plans. Furthermore, the MEA encourages the local association leadership to keep a roster of retired former members and their current addresses and make every reasonable effort to contact and invite these members to the aforementioned meeting. MEA also encourages all local bargaining units to use a retired member as a consultant to the bargaining unit negotiation team on health insurance issues only. (Adopted 2001; Amended 2006) Rationale: Updates for clarity Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs

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20 – Proposed Amendment of D25 D25. RESOLVED: That the MEA supports all efforts to regain the legal right for Associations to require believes that all employees in a bargaining unit who are not members of the Association should to pay their fair share of the costs of representation by the Association. (Adopted 2006) Rationale: Updates to comply with current Court decision Submitted by: Statewide Bargaining Committee Michelle Richens & Belinda Saucier, Committee Co-Chairs 21 - Proposed Amendment to E4 and E21 E4. RESOLVED: That the MEA believes a school/workplace should not exclude or discriminate against staff or students because an individual person suffers from Acquired Immunodeficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV) or is infected or perceived to be infected with the HIV/AIDS AIDS/HIV virus. Furthermore, MEA believes that students and staff should not be subject to any adverse action related to that condition. that the MEA supports educational employees who are at risk of being fired, nonrenewed, suspended with or without pay, transferred or subjected to any other adverse employment action because they have tested positive for the HIV/AIDS antibody or have been diagnosed as having AIDS. (Adopted 1992; Amended 2002; Amended 2011) E21. RESOLVED: That the MEA believes a school/workplace should not exclude students simply because a student suffers from Acquired Immunodeficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV) or is infected with the HIV/AIDS virus, nor shall the student be subject to any adverse action to insure that a student is educated in the least restrictive environment. (Adopted 2002) Rationale: Combine E4 and E21 to bring resolutions up to date. Submitted by: Human, Civil Rights & Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs 22 – Proposed Amendment to E7 E7. RESOLVED: That the MEA supports educational employees who are at risk of being fired, non-renewed, suspended with or without pay, transferred, or subjected to any other adverse employment action (including harassment) because of due to sexual orientation or gender identity. This includes employees who protect, support, advocate, and have association with individuals within this class. (Adopted 1993; Amended 2011) Rationale: This language brings E7 up to date with current climates in schools. Submitted by: Human, Civil Rights & Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs 23 – Proposed Amendment to E9 E9. RESOLVED: That the MEA opposes cuts in the Medicare and Social Security systems. (Adopted 1996) Rationale: Bring E9 up to date with current actions going on with the social security system. Submitted by: Human, Civil Rights & Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs 24 – Proposed Amendment to E13 E13. RESOLVED: That the MEA believes the definition of family includes an individual’s child/stepchild, spouse or significant other, parent/stepparent; significant other is defined as a sole domestic partner who has lived with the educator for the 12 months, not 28

Maine Educator • April 2020

related by blood, not covered by another domestic partner or legal spouse relationship for the last 12 months, and who is jointly responsible for the educator’s welfare as evidenced through a joint deed, joint mortgage, joint lease, joint credit card, joint bank account, and/or powers of attorney authorizing each domestic partner to act on behalf of the other. domestic partners. (Adopted 1997; Amended 2002; Amended 2014) Rationale: Bringing E13 up to date with current time and inclusive of the way FMLA defines family. Submitted by: Human, Civil Rights & Cultural Affairs Committee Olivia Brown & Allison Lytton, Committee Co-Chairs 25 - Proposed Amendment to E15 E15. RESOLVED: That the MEA opposes cuts in supports recommended levels of necessary services for eligible elderly residents living at home who need assistance. (Adopted 1997; Amended 2012) Rationale: Research has stated many benefits to support elders remaining in their home as long as possible. For example, living in familiar surroundings with services may save money and allow for an individual to retain some independence. It is important that a person be provided with support systems based on one’s needs. Submitted by: MEA-Retired Kay Grindall, President 26 - Proposed Amendment to E17 E17. RESOLVED: That the MEA opposes cuts to supports legal services for the elderly. (Adopted 1997) Rationale: Elder law services include long term care planning, health care directive, etc. as well as guidance for advocates of a loved one. Maine is an aging state and there is a need for elder law attorneys who will address the wide range of legal issues. Submitted by: MEA-Retired Kay Grindall, President 27 - Proposed Amendment to G4 G4. RESOLVED: That the MEA believes that supports strategic planning at the local association level which will benefit the membership by collecting data and information relevant to member needs, by identifying specific goals and objectives, and by encouraging the recruitment of a pool of new members and leaders. (Adopted 2001) Rationale: Consistency with other resolution language. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 28 - Proposed Deletion of B18 B18. RESOLVED: That the MEA recognizes non-certificated education employees as Education Support Professionals. (Adopted 2003) Rationale: This is already common practice within the organization. Submitted by: Resolutions Committee Sonya Verney and Jen Perry, Committee Co-Chairs 2020 PROPOSED NEW BUSINESS ITEMS 1. RESOLVED: that the MEA investigate the feasibility of increasing the number of delegates representing student members at the MEA Representative Assembly and determine what changes to the MEA Constitution and Bylaws would be needed if the investigation results in a recommendation to increase the number of student delegates. RATIONALE: our Aspiring Educators/Student MEA members have much

to contribute and their voices should be heard as decisions are made that affect the future of public education and MEA members. MEA as an Organization Goal, Objective #1: #1. Strive for 100% membership by positioning the MEA to be indispensable to educational employees Submitted by: Grace Leavitt, MEA President Estimated budgetary impact: $0 2. RESOLVED: that the MEA investigate the feasibility of adding a “Community Ally” membership category for friends of public education; such membership would not include the right to vote, nor the right to hold office in the Association. The MEA will report its findings and recommendation to next year’s MEA Representative Assembly. RATIONALE: The National Education Association recently added this membership category, as have other state associations, in order to strengthen support for public education by connecting with others in the community. Quality of Learning Goal, Objective #1: #1. Encourage parent and community involvement MEA as an Organization Goal, Objective #3: #3. Increase MEA’s influence statewide Submitted by: Grace Leavitt, MEA President Estimated budgetary impact: $0 3. RESOLVED: that the MEA purchase and use the Hustle app to communicate with Education Support Professional members across the state. RATIONALE: Education Support Professionals typically do not have access to computers throughout their day, and many do not access email or internet at home. Text messaging would help cover the gap in communication. Program Support Services Goal, Objective #3: #3. Create and maintain communications vehicles that enable a common understanding of MEA priorities and offer members and affiliate leaders easy access to information. Submitted by: ESP Committee, Jamie McAlpine, Committee Chair Estimated budgetary impact: $5000/year 4. RESOLVED: that the MEA investigate creating a permanent grant fund to financially support local associations sending locally funded delegates to the NEA RA. Such a fund might offer to cover half of the cost of a locally funded delegate for a limited number of local associations per year. Priority could be given to delegates who: • Will represent locals that have been eligible to send a locally funded delegate for the previous five years but have not done so • Have been an educator for fewer than 10 years • Are members of groups underrepresented in the MEA (ESP, race/ethnic/gender/LGBTQ+ minorities, MEA Board districts with low participation rates in MEA activities, etc.) Should a fund be created, a strategic plan to promote the availability of the grant fund should also be developed. Recent delegates to the MEA RA should specifically be encouraged to apply for a grant. RATIONALE: Attending the NEA RA provides local leaders with an invaluable opportunity to connect with fellow educators from all over the country and to learn more about how to be an effective local and state leader. MEA as an Organization Goal, Objectives #2, #3, #4: #2. Increase members’ level of grassroot participation #3. Increase MEA’s influence statewide

#4. Expand the capacity of local associations to advocate for their members Submitted by: Tom Walsh, Falmouth EA Estimated budgetary impact: $0 Candidates to be elected at the MEA Representative Assembly NEA DIRECTOR – Rebecca Cole MEPERS TRUSTEE – Ken Williams Dear MEA Members and RA Delegates, Elected by the Representative Assembly in 2005, this is my fifteenth year as the MEA appointed Trustee on the Maine Public Employees Retirement System’s Board. I am seeking one final term as your Active Educator Trustee. Retirement age snuck up on me in mid-January, but I have decided to stay in the active educator ranks. Nobleboro Central School, where I have taught for 35 years, is my professional home, and, the next three years look to be as fulfilling as the last 35. The Retirement System is in transition and I believe that institutional memory and Board experience could prove critical over the next months/years. There are multiple new trustees and at the writing of this biographical sketch for the Maine Educator there is a search for a new Chief Investment Officer. Additionally, the Executive Director will be retiring within the next calendar year. Longevity on the Board is needed as search firms are engaged, finalists for positions are interviewed and hiring decisions made. I take my role as your Trustee seriously, I enjoy the work, and I look forward to serving if elected. Thanks for your consideration. 2020 MEA Election Results MEA Board of Directors District A – Robert Zabierek for a 3-year term District G – Nancy Mitchell for a 3-year term District K – Tom Walsh for a 3-year term District L – Rebecca Manchester for a 3-year term District P – Dina Goodwin for a 3-year term District R – Gary McGrane for a 3-year term

District 29 – Bo Zabierek District 30 – No candidate District 31– Jennifer Perry NEA Representative Assembly At Large Delegates Jessie Muldoon for a 1-year term NEA Representative Assembly Retired Delegates for 1-year term Kay Grindall Gary McGrane Belinda Saucier Beth Guy

NEA Representative Assembly District Delegates MEA Retired Delegates & for 2-year term Alternates District 20 – No candidate Philip Gonyar District 21 – Rebecca Kay Grindall Manchester Belinda Saucier District 22 – Indriani (Ina) Marilyn Hylan Demers Pamela Partridge District 23 – Bob McCully District 24 – Nesrene Griffin District 25 – Janice Murphy District 26 – Olivia Brown District 27 – Jesse Hargrove District 28 – Gerry French April 2020 • www.maineea.org

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Maine Educator • April 2020

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Filing For Unemployment This article is intended for the members of ACUSM and UMPSA (Higher Education Units) and MEA members who are Portland Public Library Employees. The Governor’s Executive order, and local contracts cover pay for other MEA members.

Q. My employer sent me home. He said I was not laid off, I was just getting zero hours of work and no pay. Can I get UI? A. Yes, if your employer has told you there is no work for you and is not paying you, you are unemployed and should apply for UI. Of course, you will still have to meet other eligibility requirements.

Q. What if my work hours are cut, but I’m not totally laid off? Can I still get UI? A. Yes, you should apply to receive the $600 Pandemic Unemployment Compensation (PUC) under the federal CARES Act. You may also be eligible for partial normal benefits for any week in which your hours have been cut because of lack of work with your regular employer. Only one claim needs to be filed for the PUC and partial normal benefits. Here’s who can get partial benefits: • If your gross wages (including tips) are less than what your weekly UI benefit would be if you were totally unemployed plus $4, you may be eligible for partial unemployment benefits. Example: Jane’s weekly UI benefit is $350. Add $4 = $354. Jane’s gross weekly wage is $250. Jane’s wages are less than Jane’s weekly benefit amount plus $4, so Jane may be eligible for partial benefits. • How much will you receive: If you meet this first test, deduct $100 from your gross weekly wage. Subtract your answer from your weekly benefit amount. The difference will be your partial UI benefit amount. Example: Jane’s work hours were reduced. Her gross weekly pay is now $250. Deduct $100 from that amount = $150. If she was totally unemployed her weekly UI benefit would be $350. Her partial weekly benefit is $200. ($350-$150 = $200) To learn what your unemployment benefit would be, open a claim online and at the end of the process it will tell you immediately what you are eligible to receive. Opening a claim online and file against it are two separate processes. You can open a claim to see the amount the benefit would be, then file at a later date. Additionally, if you will not qualify for the partial normal benefit and only will qualify for the $600 weekly Pandemic Unemployment Compensation under the federal CARES Act, you will want to wait to file the claim until the unemployment system is set up to handle this new benefit.

Q. How much do I have to earn to qualify for UI? A. There are two steps: 1. You must have earned at least $5,141 in your “base period.” The “base period” is the more favorable to the employee of four of the last five completed consecutive calendar quarters prior to the date that you file your initial claim. For example, if you apply in March 2020 your base period is either all of 2019, or the last quarter of 2018 and the first three quarters of 2019—whichever period helps you to qualify; AND 2. You must earn at least $1,713.58 in each of at least two of the calendar quarters in your base period.

Q. If my employer continues my health insurance while I am on temporary layoff or leave, will this affect my UI benefits? A. No, this will not affect your weekly UI benefits

Q. I was laid off due to COVID-19 and I’m getting a message that says “under monetary investigation.” What does that mean? A. You need to talk to a UI Claims Representative at the Department of Labor. When there is a message about a monetary investigation it refers to a multi-step process: a separation notice is sent to the employer to fill in and verify. Claimants also get contacted to fill in wage information and verify it. Claims staff are in the process of responding to an exceptionally enormous number of similar monetary investigations right now and they are processing through them as quickly as they can. More staff have been pulled from other units and are being trained to answer some of the questions that are coming up. However, individuals will need to speak to a claims specialist. Claims specialists will reach out directly to sort out the issue and verify that all wages on file are accurate for a claimant. Claims staff are now working weekends so people may receive calls outside of normal business hours.

Q. I am getting a message saying “payment hold for b1.” What does that mean? A. It means that the DOL is waiting for your employer to complete a B1 questionnaire reporting your wages.

Q: What is the easiest way to file for Unemployment? A: Due to high call volume, the quickest way to file for unemployment at this time is online. Please visit: www.maine.gov/unemployment/ to apply. April 2020 • www.maineea.org

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Maine Educator • April 2020

ATTENDANCE MOTIVATION CARDS The ZooZingo Attendance Program is designed to help motivate students to have a high attendance record. The program, intended for elementary schools, helps reduce tardiness and early dismissal as well. The ZooZingo Program awards a collectable Animal Reward Card for every student who attends school all five days of the week, has no late record and also doesn’t leave school early. Schools with more than 150 students are eligible to receive a sample of free ZooZingo cards. FMI: https://zoozingo.com/free-samples/

WE NEED YOU Stay Informed! MEA is working hard to communicate with members important information as it relates to the changing environment due to the COVID-19 pandemic. Please make sure youâ&#x20AC;&#x2122;re checking your email (home and work) for updates from the MEA. In addition, please follow us on social media!

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Maine Educator April 2020

Articles inside

Continuity of Learning and Special

Stay Informed

Filing For Unemployment

MEA and MDOE Webinar

Families First Act

President's Letter

Virtual Office Hours

COVID-19 Social Media Stories

Free Stuff

5 Healthy Habits to Get Through Tough Times

COVID-19 and Maine Schools

Editor's Note