“Politics is tricky; it cuts both ways. Every time you make a choice, it has unintended consequences.” ~ Stone Gossard

Legislators propose policies and budget dollars. Sessions, also, often focus on main themes. This year’s focus issues are Budget, Covid–19, Equity (Racial and Police-related) and Climate issues. “Education” is woven throughout most of these, and often acts in one area have consequences in another. Thus, it’s tricky.

Retirement Related Proposals

HB 1032 | Concerning early retirement options for members of the teachers’ retirement system and school employees’ retirement system plans 2 and 3.

The bill proposes reducing early retirement penalties for older school employees in order to help protect vulnerable older teachers and classified employees from health Covid–19 related health risks. It continues to remain before the House Appropriations Committee awaiting a hearing.

SB 5021 | Concerning the effect of expenditure reduction efforts on retirement benefits for public employees, including those participating in the shared work program. This bill provides that specified public pensions will not be reduced as a result of compensation reductions that are part of a public employer’s expenditure reduction efforts during the 2019–2021 and 2021–23 fiscal biennia. It also provides that the pension benefit of an employee covered by a pension system that is administered by the Department of Retirement Systems is not reduced as a result of participation in an unemployment insurance shared work program. The point being that an employee’s retirement calculations based on time served and salary should not be reduced due to mandatory furloughs. This bill has passed committee and is before Senate Rules.

SB 5352 | Allowing new government employees the option of opting out of retirement system membership if the employee is age sixty or older when first hired, or when the employee’s employer opts into retirement plan participation. The title makes this clear. It is really aimed at those who get hired at a later age and have no wish or intent to vest in the retirement system. This bill will have a public hearing 2/8 before the Ways and Means Committee. Cities, counties, and state employee unions are opposed. Employers because they must continue to pay DRS contributions for the employee, and Unions are opposed because they see it as a ‘camel in the tent’ move to start changing the retirement system.

SB 5367 | Directing the department of retirement systems to create rules regarding automatic refunds of retirement contributions in the retirement systems listed in RCW 41.50.030. This bill will allow DRS to refund retirement accounts of inactive and/or non-vested members. It is agency request legislation and will have a public hearing 2/8 before the Senate Ways and Means Committee.

School Employee Benefit Board (SEEB)

SB 5322 | Prohibiting dual enrollment between school employees’ benefits board and public employees’ benefits board programs. It is scheduled for Executive Session by the Ways and Means’ Committee on 2/11. SB 5326 Concerning health and pension benefits for school bus drivers employed by private nongovernmental entities.

The Senate Ways and Means Committee held a public hearing on this bill on 1/28/20 and there has been no further scheduling. However, notice of the public hearing on the bill was last minute, and it would not be unexpected that scheduling for Executive Session would also be at short notice.

Also health related : SB 5254 Concerning the use of protective devices and equipment during a public health emergency.

This bill requires an employer that requires its employees or contractors to wear personal protective equipment (PPE) during a public health emergency to provide the PPE at no cost to the employee. (This is an example of a possible unintended consequence bill since additional unfunded costs could fall on a school district meeting the proposal’s requirements.)

It has been re-scheduled for Executive Session on 2/10 before the Senate Labor Committee.

Other bills:

There remain a large number of bills proposed primarily dealing with expanding various employee benefits and qualifications. They address such areas as unemployment compensation, family and medical leave, and workmen’s compensation. These proposals may or may not apply to school districts. Here is a sample of a few: ESSB 5061 Concerning unemployment insurance. This bill would provide relief from spiking unemployment insurance tax rates based upon record filings caused by the coronavirus pandemic. The Senate and House already have approved the bill and as of this writing, sent it on for the Governor’s expected signature.
The Paid Family Medical Leave (PFML) legislation passed in 2017 was an agreement between Washington’s employers and workers.

Two bills (HB 1073 and SB 5097 ) in the 2021 virtual legislative session are proposing changes that were detailed in last week’s report.

Both bills have been scheduled for Executive Session on 2/10/21 before the Senate Committee on Labor.

Fred Yancey
The Nexus Group

Special Education and 504 Tips & Resources

Happy Friday! These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as that is out of my realm.

This week’s email includes links to information on:

• Section 504: Parent and Educator Resource Guide to Section 504
• Case Law: Special Education Legal Alert
• Monitoring Progress: Paras and Remote Data Collection
• CEEDAR Center: Literacy Instruction for Students With Multiple and Severe
• Disabilities, Who Use Augmentative/Alternative Communication
• OSPI: Upcoming webinars, Bills the OSPI Special Education Division is Tracking

Supporting students with autism and other behavioral challenges: The ESD now has a Board Certified Behavior Analyst (BCBA) who is available to train and supervise paraeducators who are interested in becoming Registered Behavior Technicians (RBT). For more information: RBT training

2020 was rough. Pretty sure I’m pointing out the obvious, but it feels good to acknowledge out loud and quite publicly that it was a tough year. What makes a year like 2020 even harder is when we find ourselves in leadership positions. As leaders, we are called to be strong, resilient, stoic, positive, and hopeful through all the peaks and valleys of leadership.

I’ve always told new principals and assistant principals, “Welcome to the world of never being able to have a bad day.” Everyone else in the system is given the space and grace to have a bad day or even a complete meltdown, but not us leaders. If we lose our cool, we could easily find ourselves unemployed and with very bleak prospects.

During my time as a principal, I quickly learned that my physical, emotional, and spiritual health took a backseat to everyone else. I spent most of my days (and nights) monitoring, nurturing, and encouraging all those within my purview. I had no idea about the amount of mental health counseling I would be doing as a principal on a daily basis. Good thing I had all that counseling preparation as a high school Spanish teacher before assuming the role of principal (insert sarcasm). However, despite a super long learning curve about human behavior, I did quickly become an expert at internalizing all of my emotions, struggles, stresses, and anxiety in order to attempt to be a smiling, joyful, and positive face for everyone else. Well, guess what? That’s not healthy and is not realistic.

Principaling was hard prior to COVID and this year’s political strife. We didn’t need those extra layers to make the job even more challenging and demanding. And, when you think about always trying to be that positive, hopeful face of leadership, I don’t think school leaders have ever faced a tougher challenge than this past year and current reality. So, what do we do about it? 

We need to prioritize our own health—just as much, if not more, than those we are serving. And I’m not talking here about another article or blog about “self-care” that just gives lip service to how out-of-balance leadership positions are in the system. I’m actually issuing a challenge to take back your life, create boundaries, prioritize your health, and set reasonable goals that help ensure you can be your best YOU for others. I don’t take these recommendations lightly as I see daily the dark, forlorn, and exhausted faces of our school leaders. We must act now.

Here are a few challenges for you that I am also embracing while leading at AWSP and serving school leaders across the state.

Be Real

• As school leaders we tend to think of ourselves as invincible superheroes. I know at AWSP we always refer to you as superheroes, because you are. But that doesn’t mean that you don’t also have pain, suffering, need encouragement, a shoulder to cry on, etc. The first thing you need to do is to start acknowledging your feelings and emotions. It starts with creating quiet space in your daily routines to reflect on how the “entire” you is doing. Entire means emotional, physical, and spiritual. It’s a three-legged stool of health. And, to be an effective leader you must pay attention to all three areas.

  1. How is your emotional health? How are you feeling? Call out the emotions and write them down. Sad, stressed, anxious, worried, fearful, hopeful, joyful, etc.

  2. How is your physical health? Are you eating right, sleeping, drinking enough water, and exercising routinely? Have you slipped into unhealthy behaviors like fast food, alcohol, late night Netflix binge watching?

  3. How is your spiritual health? I’m a big believer in quiet, reflection, prayer and alone time. We are surrounded by constant noise, so have you built space for complete silence in your life?

• You need to build a data dashboard of your health systems to constantly monitor your emotional, physical, and spiritual health. Keep track of how you are feeling and when. Track what seems to be contributing to an unbalanced tripod of health.

Find Your Network

• Who are 2-15 people in your nearest circles of life? Who are people with whom you live, work, network, exercise, socialize, etc.? These are the people in your Network. They are the ones you need to turn to for support, encouragement, guidance, and healing.

• One of our goals as an association this year is to make sure that every principal and assistant principal is engaged in a professional network. This should be a group of school leaders who can routinely, genuinely, and authentically come together to engage in real talk. Which brings me to the next point, being real again.

Be Real Again

• Step one of this “Take Back Your Life” challenge is for you to first be real with yourself, then to be real with those around you. In other words, you are no longer allowed to say, “I’m fine.” Stop lying to people. That phrase is banned from here on out. “I’m fine” is an avoidance tactic we’ve allowed to exist for way too long. It gives leaders (and others) an easy get-out-of-jail card to not share what’s truly eroding their passion to lead. No more “I’m fine.”

• You need to surround yourself with people in your network who you can trust with your emotional, physical, and spiritual health. Let’s stop pretending that everything is fine, and truly share with each other how challenging leadership is and how we can better support our individual and collective health.

• I’m not fine. I’m tired. I’m exhausted. I’m beat to hell and barely hanging on. I feel like I’m not being my best because I’m spread too thin. I miss the kids. I’m considering leaving the profession. I love this job, but it’s killing me. I need help. Those are all statements that you should feel safe in sharing with your network so you can get the love, support, and suggestions you need. But it will only happen if you are willing to be real with yourself and others.

Set, Write and Share Your Goals

• The experts say that if something isn’t written down then it most likely won’t happen. I’m not an expert, but I’d push even further to say that if it’s not written down in a big, transparent, and visible daily manner, then it definitely won’t happen.

• What are your goals for improvement in your emotional, physical, and spiritual health as you head into 2021?

  1. How can you improve your emotional health?

  2. What do you need to do to improve your physical health?

  3. Whether you consider yourself spiritual or not, how can you create quiet, prayerful, and/or reflective time in your daily routines?

• As soon as you’ve brainstormed these three areas of your life, you need to get them written down and put into a shareable format for your network. In order for them to help you help yourself, they need to know your goals.

  1. I plan to walk or run 20-30 minutes a day.

  2. I plan to close my door and sit in silence for 15 minutes twice a day.

  3. I plan to drink 64 ounces of water a day.

  4. I plan to no longer read work email after 5:30pm.

  5. I plan to reduce sugar in my diet.

  6. I plan to no longer read emails while in bed.

  7. I plan to run 20 miles per week.

  8. I plan to make vacation plans this spring and summer.

Set New Boundaries

• Remember that time you walked into the grocery store and asked for the manager because you needed to make a return? How about when you were upgrading your cell phone and asked for the CEO of the mobile carrier? What about when you were booking that vacation and asked for the CEO of the airlines? You don’t remember because that’s not how it works.

• For decades and for some reason we have decided that in education we’ve given everyone direct access to the CEO…you. We’ve built and sustained systems that give 24/7 access to you, your cell phone, your email, and your calendar. Have you ever thought about what that does to your ability to breathe and have balance in your life?

• One of your 2021 health goals should be to take back your life by creating new boundaries. Here are some ideas just to get you thinking. And, before you say, “I can’t do that,” ask yourself why not.

  1. Put a permanent “Out of Office” message on your email that says, “Thanks for reaching out. Instead of sitting in my office, I’m out with kids watching amazing things happen in our school. I only check email once per day. If this is an urgent request, please call the front office. Thank you!” Just ponder what this will eventually do to the amount of email you receive. This is called retraining your entire community.

  2. Block time in your calendar daily as “Busy” or “Out in Classrooms.” Don’t allow yourself to be scheduled from dawn to dusk. You need time to actually get work done. And, in the virtual world we live in right now, it’s way too easy to find ourselves in back-to-back meetings all day. Protect your calendar.

  3. Block time in your calendar to return phone calls but do it while taking a nice walk outside. Vitamin D is important and so is movement. You can take care of both while also responding to calls.

  4. Remove the voicemail feature in your office phone if you haven’t done so already. You must build a system that empowers the people around you to answer and problem-solve issues. If anyone is allowed to leave you a message, then anyone can add more work to your day. Protect yourself by creating a filter system around you. This also eliminates that painful last act of the day when you finally sit down to address the red flashing light and listen to voicemail.

  5. Block time in your calendar for your own professional reading and learning. There is no better way to model being the lead learner of your learning organization than by showing everyone that you too are engaged in ongoing learning. Take it a step further and invite staff to the library to engage in whatever topic you are reading or learning about.

  6. Get rid of your office. Turn it into a conference room. When we all return to our physical schools, I’d recommend creating a new space that inspires collective work and problem-solving but does not become your prison. Your school needs you out and about. Eliminating your official office will certainly force you into the halls and classrooms. And don’t worry, there will always be a space for you to have private conversations. This also prevents those “planning period campers” who love to use your time whining about their problems. They’d have to find you now.

  7. Empower your administrative assistant. Give them full control of your calendar and voicemail. The more empowered your support person is, the more you are protected and able to focus on the work of creating culture, building systems, and leading learning.

Take a Holistic Approach to Your Health

• Finally, you must understand that your health is not an isolated problem to solve. You are a complex human being that requires a holistic approach to monitoring and tracking your health. You’ve probably noticed over time in your trips to the grocery store that more and more foods have labels like gluten free, vegan, organic, dairy free, etc. These labels are not a new trend or fad, but rather science finally catching up with the food industry. And it is becoming abundantly clear the important role “gut health” plays in your overall health. For decades the answer in our country for health-related issues is to go see a doctor and walk out with a medical prescription. Please understand that I’m not saying seeing a doctor or needing a prescription is bad. I’m only suggesting that if you’ve never stopped long enough to examine what you put in your system and how that impacts your emotional, physical, and spiritual health, then perhaps this is where to start. I continue to run into more and more people who’ve watched life-long physical ailments go away because they discovered they were lactose or gluten intolerant. A simple food allergy has been the root of multiple physical and emotional ongoing problems. As school leaders, we eat on the fly, eat leaning against a wall, eat during abnormal times, eat during virtual meetings, eat walking down the hall, or don’t eat at all. If our health starts in the gut and we know we don’t have the best eating habits, then this needs to be a priority. Coffee and tater tots won’t cut it.

Sorry for the long rant about your health. I worry for you like I worry for the guy I see in the mirror. I know I need to make some intentional changes in 2021 (which is my way of not saying “I’m fine”) and I encourage you to do the same. I will run more, drink more water, drink less wine, build and lean on my network, eat more veggies and lean proteins, spend more time in prayer, reduce my Juanitas chips, and most importantly, stop internalizing my feelings with “I’m fine” as an answer. For me to be fine, I need others to walk alongside me.

Teachers and principals were happy to hear from Cispus, AWSL, and AWSP the last couple weeks. Our team delivered adventure backpacks to the teachers and principals pictured above: Dan Garry, teacher at Washington Elementary; Kira Duncan, teacher, and Shannon Richards, principal, at Oakville Elementary; and Amy Dunnagan, principal at Mossyrock Elementary. Other recipients include Wade Iseminger, teacher in Ocosta SD, and Todd Graves, principal in Ridgefield SD.

The adventure backpacks were created by Cispus with a donation from the Dawkins Charitable Foundation. Many schools and districts like these have been sending students to Cispus for over a decade. Ridgefield students have actually been coming for over 50 years! While camps couldn't happen in person this year, we know that these schools are working hard to make sure kids are feeling special. Our hope with the adventure backpacks is to keep adventure alive even during a pandemic year, to help a teacher try a different classroom setting, or to just send some extra joy home with a student.

Even though the adventure backpacks and items made for a great gift, the in-person check-in brought a smile to their faces, even under a mask. They appreciated the support and well wishes going into the new year from AWSP and WSPEF.

In this episode of AWSP News, we discuss:

• some terrific professional development from world class inclusionary practices experts,
• tons of great free classes and resources for you to check out our Learning Management System,
• AWSL’s “I Am, We Are” Martin Luther King Day assembly,
• our Advocacy efforts and our Legislative Update newsletter,
• the 2021–22 Intern Grant Application,
• and a new collaborative workshop, “Turn Up The Volume On Student Voice.”

Prefer to read the news? Check out the script.

Week three of the legislative session ended today. We saw some of the first floor action this week with several critical bills passing the House and Senate floors. Both houses promised these “early action” bills. One of them is HB 1121, which is the graduation waiver bill. The other is SB 5044 which would add equity, diversity, inclusion, and anti-racism to existing cultural competency standards and training for school board directors, district staff, and school staff on one of three state funded professional days.

HB 1368, a vehicle for getting federal funds out for K–12 education, vaccine administration and testing, rental assistance, small business grants, assistance for childcare providers, food, and immigrant relief, was another important focus this week. We hope this bill passes the House floor quickly next week and on to the Senate. In addition to federal funds, we are working with our education advocate partners to ensure the state budget also provides stability in enrollment and transportation formulas. Rep. Laurie Dolan will drop her enrollment stabilization bill next week. This week, the transportation bill, SB 5128, was heard in Senate Ways and Means.

We also heard from the Governor’s Office and the Department of Health this week. We’ll have regular meetings with both of them around the messaging related to vaccines and other health-related needs from the school community. If you have specific questions or concerns related to how Governor Inslee and the Department of Health can help with their communication, please let me know.

A big shout to Aaron Fletcher, Principal at Liberty High School in Spangle, who testified today in the House Education Committee in of support HB 1214 which would add training requirements to school security staff, collect additional data related to security staff, and require principals to explain to students and their communities the roles and responsibilities of school resource and safety officers.

Here are the bills being heard next week. As always, please let me know if you have questions or concerns or interest in submitting written or verbal testimony.

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House

Appropriations Committee

• HB 1273 | Concerning menstrual products in schools
• HB 1342 | Elimination lunch copays for students who qualify for reduced-price lunches

Children, Youth & Families Committee * HB 1354 | Concerning suicide review teams

Education Committee

• HB 1363 | Addressing secondary trauma in the K–12 workforce
• HB 1365 | Procuring and supporting appropriate computers and devices for public school students and instructional staff
• HB 1366 | Requiring school districts to prioritize the resumption of in-person instruction to certain students following an emergency
• HB 1373 | Promoting student access to information about behavioral health resources
• HB 1302 | Concerning college in the high school programs
• HB 1306 | Concerning bond authorization training for school district boards of directors
• HB 1356 | Prohibiting the inappropriate use of Native American names, symbols, or images as public school mascots, logos, or team names
• HB 1426 | Specifying minimum continuing education requirements for administrator and teacher certificate renewals that focus on equity-based school and classroom practices.

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Senate

Early Learning & K–12 Education

SB 5334 | Increasing transparency in levy authorization information provided by school districts SB 5340 | Concerning qualifications for school board directors SB 5299 | Allowing the use of computer science credits for the purpose of graduation requirements

Higher Education & Workforce Development

SB 5321 | Expanding access to the college bound scholarship

Click on the links to each bill or find out more on the legislative website.

AWSP’s Advocacy Week will be February 8–12. If you are interested in joining our advocacy efforts, email Roz. It would be fantastic to have hundreds of principals from across the state participate!

And if you want to share your voice in this remote session, it is easier than ever.

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More Links

• How to Sign-in for Remote Testimony (register a position, written, or live testimony)
• Fred Yancey’s Retirement & Health Benefits Update
• Dan Steele’s (WASA) Report from 1/15/21
• Read WSSDA’s Legislative Updates
• TVW
• Legislative Website
• AWSP Advocacy and Action Center

See Something. Say Something.

Remember COVID? It is obviously not over yet. The depth, breadth, and duration of the pandemic is something that we had not experienced before. Now, there are hopeful signs among the dire statistics, and more and more schools will be reopening over the coming days, weeks and months.

2020 was a traumatic, tumultuous year. 2021 began that way, as well. There has been a lot of turmoil across the country. The January 6, 2021 saw a violent breach of the US Capitol in Washington, D.C. The National Terrorism Advisory System has noted increased and ongoing threats of violence across the country.

With that as backdrop, we know that schools are often seen and referred to as ‘soft targets’. This may be even more true since our attention has been focused on the COVID pandemic, on providing an education for our students in a variety of ways, and, ultimately, on reopening schools. With that in mind, districts and schools are strongly encouraged to review their district and school comprehensive safety, emergency operation plans (EOPs).

Consider the following suggestions to prepare now for potential new threats:

• Connect with your first responders as soon as possible to determine how you will all work together in the event of an emergency;
• Make sure that your Incident Command System (ICS) is clear and operational;
• Check all your communications systems, both internal and external;
• Revisit and practice building entry and exit procedures, and
• Evacuation plans and procedures;
• Double check reunification plans and locations;
• Be sure staff are trained in all the above, and
• Remember that the overall COVID experience has been very traumatic for students, staff, and families, alike. Have Behavioral Threat Assessment and Behavioral Health teams in place.

And finally, reemphasize the message: See something, say something. Then, be ready to listen and act.

Thank you for all you do to keep our students and staffs safe.

In 1866, The United States Congress enacted six segregated regiments which became four all-black regiment. They managed the western frontier after the Civil War. The four regiments were The 9^th and 10^th Calvary and the 24^th and 25^thInfantry. They were named “Buffalo Soldiers." Some 500 of these soldiers served in Yosemite & Sequoia National Forest. They protected against illegal poachers, timber thieves, and were dispatched to put out forest fires. Their story about confrontation, diplomacy, and hard work was nearly forgotten, but thankfully our national parks have put a spotlight on matters of racial disparity. Our country has a great story for all to rejoice in building America. When each of us can find our heritage marking great resolve and strength in us as a people, no matter what race you identify, hold yourself in pride that the America you know, was built for you. 

References:

National Park Service, History; Buffalo Soldiers; U.S. Department of Interior, 2019

Listen to "A Buffalo Soldier Speaks," an audio podcast featuring National Park Ranger Shelton Johnson as Sergeant Elizy Boman, Troop "K," Ninth U.S. Cavalry, who was dispatched to Yosemite National Park in 1903 and served there through 1904. 

Special Education and 504 Tips & Resources

Happy Friday! These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as that is out of my realm.

This week’s email includes links to information on:

• Section 504: Modifying an IEP or 504 plan for Distance or Hybrid Learning
• Preschool during the pandemic: Early Childhood Education in Extraordinary Times
• Behavior Support: How to address behavioral issues during COVID
• Online Learning: Guiding Special Education Students to Stay on Track for Success in Hybrid Classrooms
• Special Education Technology Center (SETC): Winter/Spring events
• OSPI: Upcoming webinars, January Special Education Update

Supporting students with autism and other behavioral challenges: The ESD now has a Board Certified Behavior Analyst (BCBA) who is available to train and supervise paraeducators who are interested in becoming Registered Behavior Technicians (RBT). For more information: RBT training

It is my ambition to say in ten sentences what others say in a whole book.― Friedrich Nietzsche

Hearings are being held every day and the challenge is to communicate one’s position within the one minute typically given to testify. Because of the limited time given for public testimony, constant phone and email correspondence with legislators remains critical this session.

Let’s review a few bills.

Retirement Related Proposals

HB 1032 | Concerning early retirement options for members of the teachers’ retirement system and school employees’ retirement system plans 2 and 3.

Sponsors: Harris, Stonier, Dolan, Boehnke, Leavitt, OrtizSelf, Callan, Riccelli, Santos, Bergquist The bill proposes reducing early retirement penalties for older school employees in order to help protect vulnerable older teachers and classified employees from health Covid–19 related health risks. It is currently before the House Appropriations Committee awaiting a hearing.

SB 5021 | Concerning the effect of expenditure reduction efforts on retirement benefits for public employees, including those participating in the shared work program.

This bill provides that specified public pensions will not be reduced as a result of compensation reductions that are part of a public employer’s expenditure reduction efforts during the 2019–2021 and 2021–23 fiscal biennia. It also provides that the pension benefit of an employee covered by a pension system that is administered by the Department of Retirement Systems is not reduced as a result of participation in an unemployment insurance shared work program.

The point being that an employee’s retirement calculations based on time served and salary should not be reduced due to mandatory furloughs.

This bill is scheduled for Executive Session before the Senate Ways and Means Committee on 1/28/2021.

SB 5352 | Allowing new government employees the option of opting out of retirement system membership if the employee is age sixty or older when first hired, or when the employee’s employer opts into retirement plan participation.

Sponsors: Braun, Dozier, King, Wilson, J.

The title makes this very clear. It is really aimed at those get hired at a later age and have no wish or intent to vest in the retirement system.

This bill has been referred to the Ways and Means Committee and is awaiting a hearing.

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School Employee Benefit Board (SEEB)

SB 5322 | Prohibiting dual enrollment between school employees’ benefits board and public employees’ benefits board programs. Sponsors: Robinson. By Request: Health Care Authority (HCA).

SB 5322 is HCA-requested legislation. The proposed legislation makes it clear that members who are dual-eligible for both PEBB and SEBB must choose to receive their health benefits (medical, dental, and vision) from either the PEBB or SEBB program. 6189(4) could have been read to allow dual-eligible members to pick and choose which program to get each component of health benefits from, which would have been very difficult to administer and would likely have caused confusion for members.

The Ways and Means Committee held a public hearing on 1/28/21.

SB 5326 | Concerning health and pension benefits for school bus drivers employed by private nongovernmental entities Sponsors: Robinson, Cleveland, Wilson, C., Conway, Das, Wellman, Hasegawa, Hunt, Liias, Saldana, Nguyen, Nobles

This bill is basically a reintroduction of a bill offered last session to guarantee health insurance (SEEB) and pension contributions for providers of school district transportation services.

Obviously, any private provider will pass the costs of these employee benefits to the district. This would be (surprise, surprise) an unfunded mandate.

The Senate Ways and Means Committee held a public hearing on this bill on 1/28/20.

There was a mix of “Pro” and “Con” testimony. Superintendents, WASA and WSSDA testified in opposition. Union members testified to the need for these benefits. The “Con” testimony agreed that all people deserve adequate health and pension benefits. However, this proposal would add an unfunded cost to districts. (Staff indicated the employer cost would be $1,000/month for health; and 8.05% for pension costs.) Superintendents testified that districts were already suffering losses due to the pandemic and unfunded SEBB costs for existing district employees. If passed, the projected additional costs for Nine Mile Falls SD would be $200,000+; Newport SD would be $297,000+. A number of persons signed up without testifying and the “Pro” “Con” was mixed.

This bill will likely pass the committee given the large number of Democrat sponsors.

SB 5254 | Concerning the use of protective devices and equipment during a public health emergency. This bill requires an employer that requires its employees or contractors to wear personal protective equipment (PPE) during a public health emergency to provide the PPE at no cost to the employee. It has been scheduled for Executive Session on 2/3 before the Senate Labor Committee.

As an aside, both the PEB Board and SEB Boards held all day retreat meetings this last week. A separate report has been submitted covering those meetings.

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Other Bills

There remain a large number of bills proposed primarily dealing with expanding various employee benefits and qualifications. They address such areas as unemployment compensation, family and medical leave, and workmen’s compensation. These proposals may or may not apply to school districts.

SSB 5061 | Concerning unemployment insurance. This bill would increase the minimum weekly benefit for unemployed workers, starting later this year. It also would lower rates used to calculate unemployment insurance taxes paid by employers to prevent their tax bills from soaring. This bill has passed the Senate 42/7 and has been sent to the House. The Paid Family Medical Leave (PFML) legislation passed in 2017 was an agreement between Washington’s employers and workers.

Two bills (HB 1073 and SB 5097 ) in the 2021 virtual legislative session are proposing changes.

• Lowering employees’ eligibility for benefits from having to work 820 hours or more to just earning $1,000 in the qualifying period.
• Expanding the “family member” definition to include non-blood related individuals whose close association is the equivalent of a family member.
• Removing the exemption for small businesses (less than 50 employees) from job restoration and health benefit coverage mandates.
• Lowering the eligibility for job restoration rights from having to work 12 months for an employer to merely 90 days.

Both bills have had public hearings. HB 1073 has been scheduled for Executive Session on 2/5/21.

SB 5115 | An act relating to establishing health emergency labor standards. This bill is quite comprehensive regarding worker safety and workers’ compensation standards. The bill report gives more detail.

This bill had a public hearing before the Senate Labor Committee on 1/18 and has yet to be scheduled for Executive Session.

Fred Yancey/ Mike Moran
The Nexus Group

I think something every adult needs to hear right now is that students are struggling. Just as teachers are most definitely overwhelmed with the new virtual learning process, Covid-19 has taken a toll on students as well.

As a band kid, I can personally say that not getting to play in different music ensembles and concerts this year has been a huge bummer and gotten me down several times. I got so bored and lonely without music that I went as far as creating my blog, MusicandMentality, to educate others, even if it is from my desk at home. The same goes for just about most students with any activity. This all goes back to the importance of mental health. Covid-19 affects youth mental health and how schools and administrations should start thinking about putting in systems and plans to help all students within a community stigmatize mental health. 

The issue of not reaching out, of not supporting students enough with mental health, has only gotten so much worse because of virtual learning. When students are in school, they can be around other people. Students can have lunch with their teacher and confide in them about the struggles they are facing. It is a lot harder for students to make those meaningful connections in a virtual environment and confide with teachers about their mental health and other struggles. 

I believe we can implement new trainings, systems, and ideas to reach out to their students about mental health.  Suicide and student mental health issues are the hidden pandemics facing our students state-wide.

We need to prioritize suicide prevention and mental health education programs to save lives while dismantling the stigma surrounding mental health. Providing support would make students more likely to voice their struggles and start receiving the support they need. Moreover, the best part is that there is no one defined route; instead, support comes in many ways! It could be implementing a peer-support program, training teachers more in-depth about mental health, and providing resources directly to students, such as having more substantial clinical psychologists and mental health specialists.

Mental health matters. When students are not mentally healthy, everything else follows- their physical health, relationships, friendships, and connection to society. Physical health is mental health, and mental health is physical health. So why are we only placing importance on physical health? 

I did a research project in a class during my first quarter this year. The topic was mental health in students, and I wanted to research the cultural side of it. I was amazed to read and learn about the differences in mental health symptoms and care between students of color and white students.

As someone who works every day on advocating for mental health and trying to dismantle the stigma and a student of color who formerly struggled with mental health issues, I was shocked to read about these differences in symptoms.

Principals, school administrations, counselors, staff are the people who work to make schools function and provide education to students. Students appreciate these adults and building leaders and are aware that finding the time to learn and implement new things about mental health can be difficult. 

The time is now for student mental health to become a priority.  Washington is starting to become a lot more diverse in terms of student representation and demographics. If we do not have intentional systems and services to help students of color, we miss an opportunity. 

If we want to talk about equality for students of color, we need to address this issue head-on. We need everyone from administrators to science teachers to district offices to believe that it is a problem.

One solution is having more discussions about race and how it affects opportunities and resources. Although many of us have experienced or heard about how race and culture affect mental health resources, having a simple conversation about the issue would be the first step toward acknowledging the issue itself so that we can start working toward changing it.

One change schools can make when talking about suicide, use the expression "die by suicide" rather than "commits suicide." This is not the same as committing a crime, and decriminalizing suicide will show people how suicide is real and serious.

When we make a change in our behavior, this can and will impact others. Whether it is students or staff, people learn by example. Let us show others mental health matters by making changes within. 

If we continue stigmatizing mental health, shaming those with depression, but mourning suicide, we will not and cannot accomplish the goal of well-being for students, staff, and the community. 

Let us work to improve our community by de-stigmatizing mental health by making mental health a priority within yourself and for your family, community, and buildings. 

As the pandemic continues pressure-testing the system, many people are expressing concern about the possibility of a “lost generation.” The notion of learning loss has gained traction as a problem to be solved via new policies, procedures, and practices. Research firms are publishing reports citing precise calculations of learning loss.

Dr. John Ewing, a mathematician currently serving as president of Math for America, noted about learning loss, "...it's become the central educational feature of the pandemic." In his article, “The Ridiculousness of Learning Loss,” Ewing asks what it all means.

But what’s it mean—“five months of learning loss”? What exactly is lost? Do students forget facts? Skills? Are memories erased? Can they find what’s lost? And what does “five months” mean? Yes, I know, it’s calculated from a mathematical formula, but formulas are only as good as the data and assumptions that go into them. Mathematics is not magic. What are the assumptions? What’s the data? Where does it come from? When people discuss learning loss, they generally don’t know the answers to any of these questions. And if the notion is so vague, how can it be so easily and precisely measured?

It can’t.

Dr. Ewing continues:

Learning is complicated. Plutarch famously wrote that minds are not vessels to be filled but fires to be kindled. Fires don’t leak. You don’t measure them in months. Learning loss is a calculation masquerading as a concept—a rather shallow, naïve, ridiculous concept.

The term “learning loss” comes from the language of testing corporations. It seems as though they conceptualize learning as a substance poured into students over time. What might their motivation be for the education system to return to frequent testing? How can we, instead, push the system into a space that authentically serves students? A friend and colleague, Kelly Niccolls, has clear ideas about accomplishing this.

Mrs. Niccolls recently co-wrote an article with Rebecca Midles titled, “Getting Clearer: Schooling Loss is not Learning Loss.”

Transformational leaders, Ms. Niccolls and Ms. Midles point out how “the narrative of ‘learning loss’ is weaponizing static achievement against young people and families in ways that further harms them in a time of global pandemic and disarray."

They write:

We will never be back to what was; we are all changed. We must let go of standardization and turn towards personalization and actualization. Our ability to do this well will be a turning point as the entire world shifts into a new way of being, post-pandemic.

A new way of being requires us to understand learning loss research is driven by deficit thinking. David E. Kirkland, Executive Director of the NYU Metropolitan Center for Research on Equity and The Transformation of Schools, tweets:

Learning loss research is driven by a deficit theory, just as word gap research is driven by a deficit theory. And the thing about deficit theories is that they are usually expressions of racial bias more than they are objective statements of truth.

Deficit thinking emphasizes what students can’t do, rather than what they can do with meaningful instruction, pathways, and objectives that reflect their desires and aspirations.

Deficit thinking also tragically defines the ways of speaking and knowing of youth of color as problems rather than cultural-historical practices essential for ongoing, deep learning.

Besides, just to be real, learning loss isn’t what we should even be talking about right now, anyway. We shouldn’t waste time and resources on an ill-defined, immeasurable, problem that is unimportant to students’ or their futures. Doing so would only cause us to languish in current inequitable systems of teaching and leading.

We should be discussing how to provide meaningful learning, as well as mental-health systems that prioritize belongingness and wellbeing. We should focus on creating environments that will welcome students back to a transformed system.

After reading “Getting Smart: Schooling Loss is not Learning Loss,” I invite you to also read “Fixating on Pandemic “Learning Loss” Undermines the Need to Transform Education” by Maxine McKinney de Royston & Shirin Vossoughi.

Both articles are well written, easy to read, and help create a clear pathway, with tangible steps to a new future that centers students’ strengths and desires while utilizing evidence-based, racially literate, practices.

When using educational technology, do you choose the Bunny Hill or Black Diamond?

With remote and hybrid learning, the answer is often BOTH!

The new Washington Digital TeachKit offers educators over 20 guides to using educational technology tools ranging from Audacity to Zoom, curated by Washington State teacher librarians. With links to training resources, user communities, and lesson plans, this new professional learning guide is designed to meet Washington educators where they are -- providing both basic and advanced resources to help educators use the right tools to help learners whether they are learning from home or the classroom.

Tool pages focus on widely-used digital learning tools and services in Washington State including guidance and resources for student engagement, management, and instructional design.

Guide pages allow educators to explore different families of digital learning tools and services to help them match the instructional need to the educational technology solution. Additional resources help educators understand planning in the pandemic, social and emotional learning, educational technology standards, and more. 

How can schools support childcare and early education?

• Sharing information about school schedule changes with local childcare providers
• Communicating about student needs related to academics, behavior, or IEPs with childcare providers
• Sharing space, transportation, and other resources with childcare providers

“The ‘Virtual’ Hill We Climb”

The second week of the legislative session is coming to a close and it’s been a big week here in this Washington and of course in the “other” Washington, as well.

Here in Olympia, there seems to be a constant stream of bills that will eventually have hearings dropping each day. There are also budget discussions taking place for how and when districts will receive the second round of federal dollars for K–12 education along with how the state funding will continue to support schools. And, we are hearing from President Biden there might be a third round of funding from the federal government. The short version, I believe, is that funding will be stable for next school year. How that all gets sorted out, however, remains to be seen. An important concern we’ve shared with legislators is making sure the dollars driven to specific programs that are dependent upon enrollment numbers like levy equalization (LEA), learning assistance (LAP), skills centers, institutional education, special education, hi-cap, and more, stay steady as well.

Hearings took place this week on several bills of significance. The House Education Committee passed HB 1121 (the high school graduation waiver bill) out of committee. It should be voted on by the House today and then sent over to the Senate. The House Education Committee also addressed HB 1085 that would require health plans for students with seizures, HB 1113 that would update attendance rules to include more of a focus on therapeutic supports for students, and HB 1295 which would transform institutional education in our state.

HB 1162 was also heard this week and this bill would reduce the number of credits required for graduation from 24 to 20 and would add a portfolio pathway option. We submitted written comments for this bill as “other” with support for increased flexibility and options and concern for lack of clarity and details about the new portfolio pathway. There were a lot of people who weighed in on this bill and a variety of opinions were shared.

The Senate Early Learning and K–12 Education Committee heard SB 5037 related to transparent school opening, SB 5147 related to alternative school calendars, and SB 5161 related to teaching Washington’s tribal history and requiring administrator preparation programs to include this as part of their course work. They also heard bills that would require that schools provide menstrual products (SB 5070), require that each school establish a point of contact for foster youth (SB 5184), and improve the childcare industry through the Fair Start Act (SB 5237).

Additional bills were heard in different committees that may be of interest including several related to the juvenile justice system (SB 5120, SB 5122, SB 5123 and SB 5129) and HB 1140 that would require juvenile access to attorneys when contacted by law enforcement officers, including school resource officers.

Bills Included in Next Week’s Schedule

House Education Committee

• HB 1139 | Taking action to address lead in drinking water
• HB 1139 | Increasing language access in public schools
• HB 1176 | Concerning access to higher education
• HB 1208 | Modifying the learning assistance program (LAP) to increase flexibility
• HB 1214 | Providing K–12 public school safety and security services by classified staff or contractors (requires that security staff complete training)

House Health Care and Wellness Committee

• HB 1225 | Concerning school-based health centers

Senate Early Learning and K–12 Education Committee

• SB 5242 | Supporting media literacy and digital citizenship
• SB 5249 | Supporting mastery-based learning
• SB 5252 | Concerning school district consultation with local tribes
• SB 5265 | Creating a bridge year pilot program (an optional additional year of high school because of the pandemic)
• SB 5181 | Providing school districts serving low-income communities with flexibility in financing their facilities
• SB 5200 | Establishing a tax credit for contributions to student scholarship organizations
• SB 5202 | Establishing school district depreciation sub funds for the purpose of preventative maintenance

Senate Higher Education and Workforce Development Committee

• SB 5288 | Increasing access to the Washington opportunity scholarship program

Senate State Government and Elections Committee

• SB 5264 | Declaring January as Chinese American history month and encouraging public schools to commemorate this month

February 8–12 will be our AWSP’s Advocacy Week. If you are interested in joining our advocacy efforts, email me to get involved.

If you want to share your voice in this remote session, it is easier than ever. Read more here:

More Links

• How to Sign-in for Remote Testimony (register a position, written, or live testimony)
• Fred Yancey’s Retirement & Health Benefits Update
• Dan Steele’s (WASA) Report from 1/15/21
• TVW
• Legislative Website
• AWSP Advocacy and Action Center

Special Education and 504 Tips & Resources

Happy Friday! These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as that is out of my realm.

This week’s email includes links to information on:

• Section 504:Examples of accommodations and modifications
• Supporting students with autism and other behavioral challenge: The ESD now has a Board Certified Behavior Analyst (BCBA) who is available to train and supervise paraeducators who are interested in becoming Registered Behavior Technicians (RBT). For more information, visit RBT training.
• Social/Emotional Skills: What to Expect at Different Ages, 6 Ways to Help Students with Oppositional Defiant Disorder (ODD)
• Seattle Times: District curbs learning loss with acceleration for all
• Washington Center For Deaf and Hard of Hearing Youth (CDHY): See attached for professional development opportunities
• Special Education Technology Center (SETC): Winter/Spring events
• OSPI:Upcoming webinars, January Special Education Update

The secret of making progress is to get started.
~ Mark Twain