How can we support our public schools as the center of every community? - These times have raised an important question: NYSUT
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
nysut.org | January/February 2022
These times have raised
an important question:
How can we support
our public schools
as the center of
every community?
COMING UP
Jan. 5
Governor’s State of the State; 2022
state legislative session begins
Contents Jan. 10–11
Board of Regents meets
5: Support public schools as the center
Book study jump-starts conversation on
racial awareness
of our communities
Jan. 18
18: A dopt best practices for instruction and
Governor’s budget proposal due
Food insecurity challenges families, schools
across New York technology Jan. 21–22
NYSUT Board of Directors meets
‘It’s about empowerment’: Community schools In-person instruction: Learning how much a smile
lift families can mean Feb. 7
7: S upport students’ social-emotional needs Mobile classroom helping to close the
digital divide
Community Schools Lobby Day
Special Schools Lobby Day
Why every school needs a nurse
Feb. 7–11
Kids need smaller class sizes and a well-rounded
21: N YSUT 2022 Representative Assembly
Higher Ed Lobby Week
curriculum
Support staff make huge impact on students’ Campaign & Elections Procedures Feb. 11–12
social-emotional health NYSUT Subject Area Committee
24: B oard vacancy notice meetings
11: De-emphasize high-stakes testing
Threat of receivership leads to a downward spiral 25: R esources for you: 2022 Black Feb. 14–15
history poster celebrates HBCUs Board of Regents meets
High-stakes tests cause high anxiety
27: N YSUT Legacy Fund — Syracuse TA’S Feb. 28–March 4
14: Fight for racial justice William Scott: Gone but not forgotten BOCES Lobby Week
Home-grown programs tackle the teacher shortage Please note, some or all of these events may be
conducted as virtual meetings in compliance
NYSUT launches implicit bias training statewide Cover design by Dana Fournier with COVID-19 and social-distancing guidance.
NYSUT UNITED [January/February 2022, Vol. 12, No. 3 ]
Interim Director of Communications: James Morrison Online Communications Coordinator: Bryan Thomas of NYSUT United as part of their dues benefit. Households PERIODICALS POSTAGE PAID AT LATHAM, NY
Lead Editor/Copy Desk Chief: Clarisse Butler Banks Editorial Support: Julie Malec with multiple members will receive only one copy. If you ADDITIONAL ENTRY OFFICE
wish to receive more than one copy, please call 518-213- WILLIAMSPORT, PA 17701
Assistant Editors/Writers: Liza Frenette, Ned Hoskin, NYSUT United is a member publication of the 6000.
Sylvia Saunders, Kara E. Smith, Matt Smith International Labor Communications Association, NYSUT United (ISSN 21587914) and nysut.org are
Metro New York Labor Communications Council, Address changes: POSTMASTER: official publications of New York State United Teachers.
Photo Editor: J. El-Wise Noisette Member Records Department, 800 Troy-Schenectady NYSUT United publishes six issues from September
State Education Association Communicators.
Lead Designer: Nicole Clayton Road, Latham, NY 12110 to June.
Editorial and Production Department:
Art and Production: Dana Fournier 518-213-6000 and 800-342-9810 (toll-free) UFT member address changes: POSTMASTER: Advertising: Email Andrew Watson at andrew.watson
Advertising: Andrew Watson New York Teacher, 52 Broadway, 12th floor, @nysut.org or call 518-213-6000 or 800-448-4ADS.
Annual subscription: $15. NYSUT members receive a copy New York, NY 10004
NYSUT Affiliated with AFT NEA AFL-CIO
NEW YORK STATE UNITED TEACHERS Benaquisto, Melissa Servant, Sparrow Tobin, Sean AT-LARGE DIRECTORS: Cheryl Hughes, Joseph Cantafio, EX-OFFICIO BOARD MEMBER: Melinda Person, Executive
800 Troy-Schenectady Road, Latham, NY 12110 Kennedy, Jeffrey Yonkers, Tomia Smith, Frederic Stark, Andrew Bogey, Brian Ebertz, Nicole Capsello, Michele Director/NYSUT Political Director
518-213-6000 800-342-9810 Gregory Perles, John Mansfield, Kevin Coyne, Kevin Toolan, Bushey, Maria Pacheco, Matthew Haynes, Samantha
HONORARY BOARD MEMBERS: Antonia Cortese
Laura Spencer, Karen Blackwell Alford, Mary Vaccaro, Amy Rosado-Ciriello, Cordelia Anthony, Ronald Verderber,
OFFICERS: (Emerita), Thomas Y. Hobart Jr. (President Emeritus), Alan
Arundell, MaryJo Ginese, Mary Atkinson, Anthony Harmon, Nancy Sanders, Debra Penny, Michael Sill, Sean Rotkowitz,
President: Andy Pallotta B. Lubin (Executive Vice President Emeritus)
Executive Vice President: Jolene T. DiBrango Michael Mulgrew, Elizabeth Perez, Cassie Prugh, Richard Thomas Brown, Janella Hinds, Leo Gordon, James Davis,
Second Vice President: Ron Gross Mantell, LeRoy Barr, Felicia Wharton (City & Private Higher Frederick Kowal, Florence McCue, Shelvy Y. Abrams (SRPs), AFT VICE PRESIDENTS: J. Philippe Abraham, Shelvy Y.
Secretary-Treasurer: J. Philippe Abraham Ed), Penelope Lewis (City & Private Higher Ed), Roberta Sandra Carner-Shafran (SRPs), Karen Lee Arthmann (SRPs), Abrams, Barbara Bowen, Jolene T. DiBrango, Ron Gross,
Elins (Community Colleges), Jamie Dangler (State Higher Deborah Paulin (SRPs), Angie Rivera (SRPs), Anne Goldman Anthony M. Harmon, Frederick Kowal, Michael Mulgrew,
ELECTION DISTRICT DIRECTORS: Peter Stuhlmiller, Ed, UUP), Rowena Blackman-Stroud (State Higher Ed, UUP), (Health Care), Stephen Rechner (Private Sector Higher Ed), Andy Pallotta, Adam Urbanski
Michelle Licht, Joseph J. Najuch, Kevin Mole, Adam Thomas Tucker (State Higher Ed, UUP), Philip Rumore, Adam Andrew Sako (Community Colleges), Pamela Malone
Urbanski, Andrew Jordan, John Kuryla, David Chizzonite, NEA DIRECTORS: Serena Kotch, Thomas McMahon
Piasecki, Dora Leland, Loretta Donlon (Retiree), Rosemary (Higher Education) and Andrea Vasquez (Higher Education) Alternate Directors: Sue Raichilson, Dora Leland
Jeanette Stapley, Laura Franz, Joseph Herringshaw, Juliet Catanzariti (Retiree), Thomas Murphy (Retiree)
Executive Committee members are underlined.
2| January/February 2022 Official Publication of NYSUT
Future Forward Task Force focuses on whole child
Almost two years ago, NYSUT started its Forward Task Force — to envision a way forward
“Fund Our Future” campaign to illuminate for our students, our members and our schools.
the glaring fiscal needs of schools and In its report, the task force said the purpose
communities. of public schools is to develop and support the
next generation of leaders in our communities,
The statewide union rolled out a bus tour to
cultivate and nurture the whole child and support
visit schools in every corner of the state. In rural,
families as they raise children to be healthy, caring
urban and suburban districts unionists found a
and productive citizens.
need for additional educators, social workers,
The COVID–19 pandemic reminded all of us
school counselors and school nurses. Many
how important schools are and that they are the
schools had created food pantries and clothing
center of our communities, the cornerstone of
closets to provide students with basic necessi-
democracy. Rather than simply returning to “nor-
ties and other supplies.
mal,” NYSUT’s task force advocates building the
The tour revealed a lot of desperation.
schools that students deserve.
Three months after the campaign began,
The past 18 months have been a turning
COVID–19 closed school buildings, as well
point for the future of public education. The
as the state Capitol. However, while school
pandemic, racial injustice, and the chronic
buildings were closed, the work of educating
inequality and inadequacy of education
and feeding students continued — under
funding and educational opportu-
complicated, confusing conditions
nity that 2020 brought to the fore-
that educators had to figure out on
front are undeniable, the report
the fly.
states. Returning to schooling as
With legislative action in
it was pre-pandemic is neither
Albany and Washington, D.C.,
possible nor acceptable.
New York secured critical fed-
It’s up to all of us to outline a
eral American Rescue Plan and in-
path forward for our students, the
SUPPORT SUPPORT FIGHT DE-EMPHASIZE ADOPT BEST
creased state Foundation Aid funding
report concluded. We must act on
to help schools and students recover
PUBLIC STUDENTS’ FOR HIGH-STAKES PRACTICES FOR what we have learned from these
from the past year and a half.
SCHOOLS SOCIAL- RACIAL TESTING INSTRUCTION crises. Together we can outline a
“When I say recover, I am not focus-
EMOTIONAL NEEDS JUSTICE path forward that will lead New York’s
ing on education, but rather the whole
schools to a chapter of profound progress.
child, with an emphasis on the social and emotional
needs of our students,” NYSUT President Andy By Ned Hoskin
Pallotta told state Senators at the end of September. ned.hoskin@nysut.org
“We can no longer ignore the role that our teachers
play in educating and shaping our children.”
Pallotta said that in the wake of a pandemic, New NYSUT United Special Edition
York’s funding priorities must shift. This edition is dedicated to the five pillars of the Future Forward Task Force report:
“It is unimaginable to me that after COVID, we still
n Support public schools as the center of our communities
have school buildings without enough teachers,
n Support students’ social-emotional needs
a full-time school nurse or a social worker, school
counselor or school psychologist,” he said. n Fight for racial justice
“The needs of our students have grown and be- n De-emphasize high-stakes testing
come more complex. Throughout the pandemic, we n Adopt best practices for instruction and technology
had students who were caring for other siblings and In the coming weeks, NYSUT will also be launching our program to advocate for proper
relatives, and we had students who lacked internet funding and support for SUNY and CUNY four-year institutions, community colleges and
access, which prevented them from engaging in SUNY hospitals. We will also be adding focus to specific SRP issues.
educational activities.” This is just the beginning. We will be collecting and publishing more stories as we push
Over the course of several months, NYSUT for the future of public schools. Visit futureforwardny.org to see the full task force report,
organized discussions with an exceptional group to read member stories and to add yours.
of educators from around the state — the Future
nysut.org NYSUT FUTURE FORWARD January/February 2022 |3
What Future Forward seeks right now
Many of the recommen- Racial justice — NYSUT
dations made by NYSUT’s supports SED’s expectations
Future Forward Task that school districts advance
Force involve state budget diversity, equity and inclusion.
requests, legislative propos- Last year, NYSUT received $1
als and possible regulatory million in the state budget to
changes. provide implicit bias training
to 10,000 educators across the
Here’s a rundown:
state. Doubling this funding
Funding for community
($2 million) in the upcom-
schools — In the next state
ing budget will expand the
budget, NYSUT seeks $100
program.
million in new funding to
double the number of districts Grow Your Own — The
using community schools and 2022–23 state budget should
to hire directors. include $500,000 to pro-
vide grants to help districts
Food and nutrition —
establish educator pipeline
NYSUT wants federal legisla-
initiatives and collaborate with
tion to permanently provide
programs engaging students
universal free meals to all
of color. The budget also
students, including summer
should include $5 million to ex-
and after-school meals.
pand the Teacher Opportunity
In the meantime, NYSUT New York should repeal the receivership law to al-
Corps and $20 million to fund scholarships to
calls on New York to set aside funding in the up- low schools to better meet the individual needs of
potential educators. NYSUT also seeks $30 million
coming budget to provide meals not covered by students and preserve a rich learning experience
for programs to support career ladders, career
federal dollars. for all kids.
changers, fellowships and residency programs.
Child care — NYSUT is pushing for reimburse- Additionally, high-stakes testing should no
longer be required to be tied to individual teacher Technology — For many families the lack
ment reforms to support affordable child care,
evaluation. of in-home computers and reliable, high-speed
including expanded access to subsidies and other
internet obstructs access to learning and basic
financial help for low-income and middle-class Universal Pre-K — School districts must be able
services. As part of last year’s budget, the state
families. to operate these programs along with community-
instituted internet service for all qualifying families
SEL — NYSUT wants all schools to implement based organizations. To that end, NYSUT recom-
at $15 per month, but for many families that is still
schoolwide social-emotional learning plans that mends consolidation of the state’s UPK grant
prohibitive. NYSUT seeks free internet for those
meet student needs and to provide professional programs into a modified entitlement program
who cannot afford it. NYSUT is also pushing a bill
learning that suports the needs of students and that will automatically provide funding to school
(S.3593/A.3912) to ensure students in transitional
staff. districts based upon children served in qualified
housing have access to the internet.
pre-K programs.
Testing — Not all children show mastery Professional development — There are 126
through traditional tests. NYSUT supports state Critical staff in schools — NYSUT advocates
teacher centers across New York that played a
regulatory changes to allow alternative methods to passing three state legislative bills to help mitigate
critical role in assisting educators and community
meet graduation requirements. the ongoing impact of the COVID–19 pandemic.
members transition to learning online. NYSUT
On the federally mandated grades 3–8 tests, the One would require schools to employ at least one
advocates restoring teacher center funding to $40
union supports changes to the scoring bench- full-time social worker and licensed school psy-
million per year, an investment not seen since the
marks to ensure they provide accurate data. The chologist (S.1969/A.5019). Another would require
2007–08 state budget.
tests should be developmentally appropriate, schools to employ at least one school guidance
counselor (S.831/A.7473). The third would ensure Read the full task force report at
authentic and shorter.
all public school districts and BOCES employ at futureforwardny.org.
Receivership and evaluations — Testing also
least one registered professional nurse in each By Ned Hoskin
is tied to the punitive receivership law. NYSUT says
school building (S.4782/A.666). ned.hoskin@nysut.org
4| January/February 2022 NYSUT FUTURE FORWARD Official Publication of NYSUT
‘It’s about empowerment’:
Community schools lift families
If you knew your investment would get a progression. Students experienced
20-to-1 return, wouldn’t you think it’s a pretty an increased sense of connected-
smart move? ness to adults and peers and there
was a reduction in disciplinary
“Community schools are the biggest bang for
incidents.
your buck,” Rome Teachers Association President
At the core of effective commu-
Rob Wood told Central New York lawmakers
nity school initiatives is a well-
during a recent online advocacy meeting. “For
planned coordination of services
every dollar you invest in a site coordinator, we
by a dedicated community school
get $20 of payback — that‘s an amazing return on
director/coordinator who brings
investment.”
in grants, leverages existing
Wood, whose union-led Connected Community
government funding, spearheads
Schools model has spread to 40 schools in a dozen
fundraising and works with local
area school districts, said the pandemic has high-
community-based organizations
lighted tremendous community needs and the im-
and businesses to provide services.
portant role community schools can play. Wood is
Melissa Roys, executive director
a member of NYSUT’s Future Forward Task Force
of the Connected Community
that is recommending the state invest $100 million
Schools Alliance, said the commu-
in new funding to double the number of districts
nity school model spurs an amaz-
using the community school model.
ing spirit of giving and community
Community schools offer a valuable coordina-
service.
tion of services to support students and families
Roys said one of their most
in need with housing, food insecurity, transporta-
popular events is the “Operation
tion, health care, dental needs and mental health.
Elves Shopping Store,” where
Families can access job and career resources,
adults and children can select gifts
and some community school programs even offer
for their loved ones. The store will
cooking or technology classes for adults to help
serve about 1,300 students and
them develop valuable personal and professional
families this year.
skills.
“We even provide the wrap-
”We’re using schools as a hub for connect- PROVIDED
ping paper,” Roys said. “It’s about Two students write down what they are thankful for at a community-wide “Turkey
ing children and families with essential services,
empowerment.” Trot” event in Whitesboro. The poster is on display at Hartshill Elementary School.
whether it’s access to after-school care, technol-
ogy or even adequate clothing,” Wood said. “Our By Sylvia Saunders
sylvia.saunders@nysut.org
students can’t focus on academics if they’re wor-
ried about where their next meal is coming from or
where they’ll be sleeping tonight.”
Community schools offer community-based Improve Funding for Community Schools
wraparound supports that can prevent a crisis,
said social worker Adrienne Cohan, vice president Task Force Recommendation:
of the Starpoint TA. In rural districts there are not a NYSUT recommends new annual funding of $100 million be provided in the 2022–23
lot of counseling options and many families lack state budget dedicated specifically for creating additional community schools and
transportation to access services. supporting the hiring of community school directors/coordinators to lead the critical work
In a RAND Corporation study of successful of aligning community services with family and student needs.
programs in New York City, community schools These funds could potentially double the number of districts utilizing the community
were proven to have a positive impact on student school model in New York state.
attendance, credit accumulation and on-time
nysut.org SUPPORT PUBLIC SCHOOLS AS THE CENTER OF OUR COMMUNITIES January/February 2022 |5
Food insecurity challenges schools,
families across New York
Hungry kids — pre-K through college — Food pantries are in place at
struggle to learn. Not having enough to eat many campuses throughout the
can make students lethargic, irritable, unfo- City University of New York as
cused and even miss school. well.
Campaigns across the state
In his own informal polling, elementary school
include union efforts to sup-
teacher Jason Carter found half of his students
port local food pantries, which
would have gone without breakfast if it had not
students and families can ac-
been available at school. During the pandemic,
cess outside of school for more
breakfast and lunch have been free for all students
privacy. The Victor TA, using
in Wayne Central Schools, but that practice will
donations from local stores,
not continue, said Carter, a member of the Wayne
recently raffled off turkeys and
Teachers Association.
pies, raising more than $1,000
Knowing that food insecurity has only been
EL-WISE NOISETTE for a local food pantry.
exacerbated during the pandemic, NYSUT wants
Union members across the state regularly coordinate food and supply drives for In Great Neck, the union’s
federal legislation to permanently provide universal needy families. Above, more than 700 bags containing chicken, dairy items, produce and other
social justice committee identi-
free meals to all students, including during the sum- staples are prepared for a drive-thru event held Dec. 16 at NYSUT headquarters in Latham.
fied food insecurity as a pressing
mer and after school.
identifying students in need, packing the back- issue, said Jennifer Snyder, TA vice president. The
“I have noticed the positive benefits. In the past,
packs and distributing them to students. local union has been working to clear any past food
especially with schedules like this year where
More and more, schools and colleges are setting debt that students may have at school, and works
my class is next to last to eat lunch at 1:05 p.m.,
up food pantries on site. directly with a pantry to keep it stocked, running
students might complain throughout the day about
At SUNY Morrisville, there are four food food and toiletry drives at schools.
being hungry,” Carter said.
pantry locations. Miguel Pereira, a member of “There has been an increase (in demand) of
Now that just about all of the students are eat-
United University Professions who heads SUNY about 25 percent since COVID,” said Snyder.
ing breakfast at school, “students are not thinking
Morrisville’s diversity, equity and inclusion commit- Bernard Washington, a cook and fourth vice
about food as much, which in turn means they are
tee, pointed out that many students need financial president of the Syracuse TA, said the city’s schools
more on task for learning. When they are hungry
aid just to attend college, so purchasing enough have been community schools for five years, and all
they are not as focused and are more likely to be off
food can be tough. A local food pantry sometimes kids receive free breakfast and lunch.
task, thinking about eating and lunch time.”
brings food; the last campus food drive netted 300 “The kids are happier, and there is no shame,” he
The nonprofit No Kid Hungry found that nearly
pounds of food donated by members of UUP, CSEA said.
1 in 5 New York students was projected to face
and the administration. By Liza Frenette
hunger this year. Educators are all too familiar with liza.frenette@nysut.org
“Fresh fruit and produce go quickly,” Pereira
the faces behind those statistics. Actions to allevi-
said.
ate student hunger — many of them union-driven
— vary from school to school, and include setting
up food pantries at schools and colleges, organiz-
ing drive-by food events, and filling backpacks with
Provide Free, Healthy and Nutritious Meals to All Students
weekend food for students in need.
“A student’s participation in the BackPack Task Force Recommendation:
Program helps improve attendance and academic NYSUT will continue to work with NEA and AFT to secure federal legislation to permanently provide
performance while reducing disciplinary actions,” universal free meals to all students, including summer and after-school meals.
reports the Regional Food Bank of Northeastern No-cost universal school meals should be made permanent, and unnecessary paperwork and
New York, which serves upward of 6,500 students income tests for participation should be removed to streamline families’ access.
in 241 schools across 22 counties. NYSUT is calling on New York to set aside funding in the upcoming budget to supplement the
NYSUT school nurses, social workers, psycholo- cost of providing meals not covered by federal dollars, once the waivers expire, to ensure that all
gists, counselors, teachers and School-Related students have access to meals at no cost.
Professionals help make the program work,
6| January/February 2022 SUPPORT PUBLIC SCHOOLS AS THE CENTER OF OUR COMMUNITIES Official Publication of NYSUT
From the front lines: Every
school building needs a nurse
COVID-19 is nearing the two-year mark, and rely on the middle and high school nurses, who
school nurses are nearing exhaustion with the would have to toggle between them and the hun-
extra demands it has put on their work. dreds of students they already care for.
“The job has changed immensely, state Thanks to a grant, the school was able to
testing has increased, psych-social issues secure a rapid testing machine. If a student tests
have increased, and now COVID,” said Jody positive for COVID-19, they are masked and set
Barnes, a school nurse with the North Syracuse up in a quarantine isolation room until they are
Education Association. “Fifty percent of our picked up from school. Nurses use a seating chart
job is now related to COVID. We start our day from teachers and from the cafeteria, as well as se-
reviewing emails, COVID results and making curity footage, to determine who the student was
follow-up phone calls. We have referred 593 in close contact with. Those students and families
students for COVID testing.” then have to be notified.
“We work closely with the county,”
That work is on top of treating injuries; handing
Cunningham said.
out medications for asthma, diabetes or ADHD;
Laurie Grimaldi of the Uniondale School
testing eyesight and hearing; calling parents when
Registered Nurse Association works with pre-
a student is out sick; tracking required physicals;
school classes and students who are new to the
approving athletes for sports participation; tube
district. She has had 1,700 new students a year
feedings, catheterizations, and more.
for the past six years, she said.
In nearby Fayetteville-Manlius, school nurse
Many of the new students speak Haitian Creole
Kimberly Welling agreed. “We have a lot more PROVIDED
Salmon River school nurse Melanie Cunningham shows or Spanish, and she uses a translator on her phone
demands, more fragile students with serious health
the school’s COVID-19 rapid testing machine that returns to communicate.
needs, and also more responsibilities with COVID,” results in 15 minutes versus two to three days.
“We do have a school nurse in every building,
Welling said. She and Barnes both serve on
staffing, agency nurses are hired at $100 an hour. but COVID has brought us over the hill with require-
NYSUT’s Health Care Professionals Council.
Meanwhile, schools have trouble keeping perma- ments,” she said.
Burgeoning responsiblities like these are why
nent nurses because of low pay. Initial contact tracing for students and staff con-
the statewide union’s Future Forward Task Force
School nurses are crucial to deal with in- sumed the whole day, she said, and tracking is now
recommends a renewed call for legislation requir-
creased demands due to the pandemic. Melanie limited to students.
ing a registered nurse in every school building.
Cunningham, Salmon River TA, is an elementary “At the high school it’s daily. It’s hourly,” she said.
“We are 100 percent on board to have a school
nurse in every building,” said Cynthia Bennett, a school nurse for 380 children in Franklin County. By Liza Frenette
school nurse in Queens and school nurse represen- Without her position, the students would have to liza.frenette@nysut.org
tative for the United Federation of Teachers.
“The nurses’ spirits are broken.”
Even before the coronavirus pandemic there
Prioritize Funding to Support Hiring Critical Staff
were not enough permanent nurses in the city’s
public schools. Massive numbers of nursing posi- Task Force Recommendation:
tions have been filled with agency nurses, many
Schools must be provided the resources to fully fund counseling and mental health staff to meet the
of them right out of school without training, said
growing needs of students and families and further mitigate the ongoing impact of the COVID-19 pan-
Bennett, adding that agency nurses do not perform
demic. Programs that support English language learners and special education students must be fully
the detailed information logging and tracking
staffed to adequately assist children with increased needs as they return to post-pandemic learning.
required by school nurses.
To ensure that such staffing is in place, the Task Force recommends enactment of the following
Turnover is also a problem. Bennett said her
state legislation:
school recently went through 60 agency nurses in
Ensure that all public school districts and boards of cooperative educational services employ at
less than a school year.
least one registered professional nurse in each school building (S.4782 Jackson/A.666 Cahill).
Due to emergency situations in nurse
nysut.org SUPPORT STUDENTS’ SOCIAL-EMOTIONAL NEEDS January/February 2022 |7
YOUR PATH TO PROFESSIONAL
CERTIFICATION
online
Need to earn your Master’s degree? Get support every step of
the way – from course advising to mentoring to securing your
professional certification – from the caring, experienced faculty
at Long Island University’s Hudson Graduate Centers.
Affordable, online programs help teachers in every corner of
GRADUATE PROGRAMS New York State earn:
Advance Your Career - from ANYWHERE! • MS.Ed. in Literacy B-12
Choose from these online master’s degree and advanced certificate options: • MS.Ed. in Childhood Special Education
• Early Childhood and Special Education • MS.Ed. in Educational Leadership
• Educational Leadership (SBL, SDL, SDBL) • Advanced Certificates in TESOL, Bilingual, EDL, and more
• Special Education (B-Grade 2, Grades 1-6 or 7-12)
• Applied Behavior Analysis (Advanced Certificate Only) Start this January and turn your current position into your
How can YOU benefit from The Power of Niagara? profession.
• Convenient and flexible course options fit your schedule
• Fall/spring/summer start options
• Less expensive than most other college programs
Contact hudson@liu.edu
• Engaging and collaborative learning community now and we’ll waive the
• Niagara University’s College of Education is accredited by the Council for
the Accreditation of Educator Preparation (CAEP) application fee.
Request Information Today!
1.800.462.2111
grad-ed@niagara.edu
www.niagara.edu/advance
SUCCESSFUL HOME EVERY CONCEIVABLE OPTION
OWNERSHIP STARTS
WITH A CONVERSATION.
At Citizens Bank, we’re ready to help you find the financing that’s
right for you. So, before you fall in love with a home, let us help you
figure out how much you can borrow with a prequalification assessment.
WE CAN HELP YOU WITH:
• First-time home buyer programs Your goal is to start a family, and our life's work is to make that happen.
Here at Kofinas Fertility Group, we’re true experts in fertility medicine,
• FHA/VA/SONYMA loan programs and every solvable fertility situation is within our capability.
• Jumbo loan programs
• Refinancing your current mortgage for a lower payment or cash out Get started today by scheduling an appointment!
If you have a questions about home financing, call Dan Moschetti today.
Dan Moschetti, Sales Manager
NMLS ID: 420643
daniel.moschetti@citizensbank.com
845-222-9844
lo.citizensbank.com/dmoschetti
WE WORK WITH MOST CITY, STATE AND EMPLOYER INSURANCE PLANS
LOWER MANHATTAN UPPER WEST SIDE BROOKLYN STATEN ISLAND
Mortgages are offered and originated by Citizens Bank, N.A. Citizens Bank is a brand name of Citizens Bank, N.A. (NMLS ID# 433960) 65 BROADWAY 14TH FLOOR 55 CENTRAL PARK WEST 118 3RD AVENUE 1550 RICHMOND AVE. SUITE 202
All loans are subject to approval. Equal Housing Lender. CS#801755_Dan Moschetti_4.75x6
8| January/February 2022 Official Publication of NYSUT
Kids need smaller class size,
a well-rounded curriculum
For Oceanside teacher Jennifer Wolfe, a key
lesson from pandemic teaching has been the
incredible importance of smaller class size.
“My own daughter’s reading and math skills are
on grade level for the first time in elementary school
because she had a fantastic teacher and a class size
of 11 last year,” Wolfe said. “With that extra one-to-
one attention, she really grew academically and
personally.”
In her high school world history classroom,
Wolfe, the 2021 New York State Teacher of the
Year, taught one-third fewer students. “I was able
to spend much more time getting to know my
students — building relationships and creating
lessons in a way I can’t always do when there are
30 of them in the same class,” she said. “We could
do more special projects, writing workshops and
student-choice assignments.”
As in many schools last year, Wolfe’s classes
and her daughter’s fourth-grade class size were
kept small to accommodate social distancing. help us recruit and retain educators.” Task force members agreed it is crucial to
Unfortunately, both are back to full size this year. Another lesson from pandemic teaching is the restore and expand special area opportunities and
“It’s like we got a taste of how wonderful smaller need to maintain a complete curriculum to sup- provide a well-rounded, complete curriculum for all
class size can be,” Wolfe said. “We need to learn port the whole child, DiBrango said. In many cases students.
from that experience — and do what works best for across the state, pandemic-triggered smaller class
students and teachers.” sizes were achieved by reassigning library, art, mu- By Sylvia Saunders
What’s been made clear, and what educators sic and physical education teachers outside their sylvia.saunders@nysut.org
and researchers knew long before COVID-19, is that certification area. This decimated the special area
establishing smaller class sizes in all grades is one curriculum for too many kids.
of the most effective ways to achieve and maintain
the highest level of student learning and engage-
ment in our schools. Students in smaller classes Reduce Class Size and Maintain a Complete
perform substantially better by the end of second Curriculum to Support the Whole Child
grade in test scores and grades, and have fewer dis-
ciplinary referrals. They are more likely to graduate Task Force Recommendation:
in four years, more likely to go to college and more Diverse learning opportunities — including the arts, library, STEM and physical education
likely to get a degree in a STEM field. classes — help develop the whole child as students grow into young adults. Schools must
”We definitely want our class sizes to remain safeguard these opportunities, even in crisis situations, and commit to providing a
manageable and small when we can, because we well-rounded, complete curriculum for all students.
know that individualized instruction is really benefi- Additionally, schools should prioritize Foundation Aid resources to adopt smaller class sizes
cial to students,” NYSUT Executive Vice President to improve student engagement and learning. This means prioritizing the hiring of teachers,
Jolene T. DiBrango said. “And with severe staffing avoiding the elimination of teaching and teaching assistant positions upon retirements and
shortages, surveys show smaller class sizes will lowering student-teacher ratios, particularly for grades pre-K–3.
nysut.org SUPPORT STUDENTS’ SOCIAL-EMOTIONAL NEEDS January/February 2022 |9
Support staff make huge impact on
students’ social-emotional health
When NYSUT leaders traveled to the attendance. One at-
Kingston City School District as part of the tendance social worker
statewide union’s Fund Our Future bus tour will oversee Kingston’s
before the pandemic hit, one message came seven elementary
through loud and clear — more social workers schools; the other will
and mental health professionals are needed. focus on students at
the district’s two middle
It’s a common refrain heard statewide as
schools.
districts struggle to mitigate the ongoing impact
“Attendance social
of the pandemic and to meet the growing needs
workers have the skills
of students and their families. NYSUT’s Future
to assess, counsel and
Forward report calls on districts to hire additional
refer families for ser-
counseling and mental health care staff — particu-
vices. Attendance issues
larly for programs that support English language
are often not as simple
learners and special education students.
as students refusing to
More than a year later, that wish came true for
go to school,” explained
staffers and students in the Ulster County district.
Kapes.
Thanks to union advocacy, followed by state and
With the district’s
federal increases in school aid, Kingston hired sev-
growing population
eral new social workers and mental health profes-
of Spanish-speaking students, Tatiana Rojas,
sionals. NYSUT Second Vice President Ron Gross,
Kingston Educational Support Professionals, a
whose office oversees issues impacting School-
middle school bilingual family worker, welcomes Prioritize Funding to Support
Related Professionals, commended the union
the addition of more Spanish-speaking profession-
advocacy for the much-needed support staff.
als, particularly the bilingual social worker.
Hiring Critical Staff
“Schools must have the resources they need
“Having someone who speaks their language
to prioritize hiring critical staff,” Gross said. “Every
and understands their culture will help students
Task Force
school needs school psychologists, social workers,
open up,” she said. Recommendation:
counselors, nurses and SRPs.”
A new bilingual family worker will join Rojas as Schools must be provided the resources to
To specifically meet the needs of the district’s
the communication point between families and fully fund counseling and mental health staff
growing ELL population, the new additions to meet the growing needs of students and
the district. A second bilingual family worker will
include a bilingual social worker and a bilingual families and further mitigate the ongoing
serve an elementary school and the district’s cen-
guidance counselor at the high school, and two impact of the COVID-19 pandemic. Programs
tral office. “I have conferences with families and that support English language learners and
bilingual family workers.
teachers, explain to families how the system works, special education students must be fully
“We’re now much more equipped to meet the
translate medical needs for nurses and make sure staffed to adequately assist children with
social-emotional needs of students and to bet- increased needs as they return to post-pan-
families get the information they need,” said Rojas
ter support the staff,” said Amy Kapes, Kingston demic learning.
of her work advocating for the districts’ ELL stu-
Teachers Federation, a high school social worker. Require schools to employ at least one
dents and their families. With the influx of new ELL
“When I found out about the new hires, I felt re- full-time social worker and at least one
students, it’s a big job that keeps growing.
lieved and hopeful. It was difficult to meet student licensed school psychologist (S.1969
“I’m extremely happy that the district is being Jackson/A.5019 González-Rojas)
needs pre-COVID; having the extra support when
proactive and that they listened,” Rojas said. “It will
kids returned has been essential.” Require schools to employ at least one
make a huge impact.” school counselor (S.831 Gounardes/
The district also added a new social worker at
both the middle and elementary levels, and two By Kara Smith A.7473 Clark)
kara.smith@nysut.org
new social workers focused solely on student
10 | January/February 2022 SUPPORT STUDENTS’ SOCIAL-EMOTIONAL NEEDS Official Publication of NYSUTThreat of receivership leads
to a downward spiral
Because of marginal standardized test
results the previous year, “We started the
year one stop from receivership,” said
Jason Valenti of the Rochester Teachers
Association.
And that set the tone from the first day.
“All the students who scored 2s on the state
tests, and were known as easy to work with and
‘behaved,’ were slated for pull-out services to en-
sure we had enough students moving from
2 to 3 to keep us out of receivership. We did the
same with the 1s, because we needed enough
1 to 2 movement, as well.”
Valenti said the plan “consumed our school
academic support staff — reading teachers,
coaches, specialists — who weren’t able to work
with our K–2 students.” Those younger students
would not be taking the high-stakes tests that
begin in grade 3.
“This set up a continuing cycle of students who
are not receiving the services they need in grades
K–2, increasing the chances they won’t perform at
grade level on the tests once they hit third grade,”
Valenti said.
Despite progress made in recent years,
receivership, many teachers apply to
educators in New York continue to face enormous
transfer out due to the uncertainty, fear
pressure to “teach to the tests” in order to raise
and excessive paperwork obligations that
Remove the Punitive Consequences
student test scores. Receivership is one of the
come when your school is designated,” of Testing for Students and Teachers
looming threats encountered through the unfair
Valenti said.
standardized testing regimen.
Under state law, schools enter receivership if
“What that results in is a downward Task Force Recommendation:
spiral. The receivership school loses
their performance on standardized tests ranks Repeal the receivership law to allow schools to better
experienced teachers, the very people the
them among the lower schools in the state for four meet the individual needs of students and preserve a
students need to bridge the academic gap
years. New receivership schools have two years rich learning experience for all kids.
the tests pointed out in the first place.”
in which to show “demonstrable improvement” to
NYSUT is on record opposing receiver- Educators should be free to dedicate themselves to
avoid having an external “independent receiver”
ship as an assault on local control and students and communities without the threat of
appointed to run the district.
collective bargaining and is working to involuntary, automatic transfers that disrupt year-to-
An independent receiver has an inordinate
repeal the law. year staff consistency and hamper strong relation-
amount of control to make arbitrary decisions
By Ned Hoskin ships between school staff, students and families.
in personnel and programs, and even to close
ned.hoskin@nysut.org High-stakes testing should no longer be required to
buildings.
“This over-emphasis on high-stakes testing be tied to individual teacher evaluation.
also affects staffing. When a school is facing
nysut.org DE-EMPHASIZE HIGH-STAKES TESTING January/February 2022 | 1112 | January/February 2022 Official Publication of NYSUT
High-stakes tests cause high anxiety
As the pandemic continues to disrupt a
third school year, educators say it’s time to
focus more on student needs and less on
high-stakes standardized testing.
When NYSUT unveiled its Future Forward
recommendations, we asked members to share
their personal views on the issues most important
to them. Many spoke passionately about the over-
emphasis on high-stakes testing.
“High-stakes testing prep takes up too much
learning time. It causes too much stress on stu-
dents as well as teachers!”
“The tests are ruining education ... teachers are
leaving the profession because of it.”
“Assessments and APPR are becoming more
important than students’ social-emotional needs.”
“It is time for grades 3–8 tests to go. They’re
unfair and unnecessary. We need to do better for
kids.”
That’s just a sampling of comments suggesting optional in 2021. More than 40 percent of students developed assessments are more authentic than
that while state standards should guide instruc- did not take last year’s grades 3–8 ELA and math high-stakes exams crafted by corporate testing
tion, they should not drive the current fixation tests, which were shortened to just one day each. companies.
on standardized tests. NYSUT Executive Vice The task force supports substantive changes Not all children show what they know through
President Jolene T. DiBrango said educators need to the federally mandated grades 3–8 test scor- traditional tests. The task force also supports
to be able to teach to the needs of the students, ing benchmarks to ensure the tests provide an providing students with alternative methods to
not “teach to the test” in order to raise student test accurate picture of student progress. The current show that they meet graduation requirements —
scores. benchmarks are invalid and mislabel kids. In addi- including project-based learning, portfolios and
In a letter to State Education Commissioner tion, the tests should be developmentally appropri- capstone projects.
Betty Rosa, DiBrango said NYSUT is deeply con- ate, authentic and shorter.
cerned about the stress and anxiety students and DiBrango noted teacher-generated, locally By Sylvia Saunders
staff are experiencing. “Health and safety concerns sylvia.saunders@nysut.org
are abundant and significant staffing shortages
across the state are having a real impact on the
learning environment,” DiBrango said. “There has
been a dramatic increase in incidents of school
Implement Developmentally Appropriate
violence. Many of our most vulnerable students are Grades 3–8 Assessments
not getting the support they need. “
Task Force Recommendation:
Instead of worrying about state standardized
tests, DiBrango suggested schools focus on local New York should make changes to the statewide grades 3–8 assessments, including making tests
assessments that inform instruction and help move shorter and more developmentally appropriate and supporting efforts at the federal level to allow
students forward. “Our schools need time to re- grade-span testing in lieu of grade-by-grade testing. Also, allowing local assessments provides more
build,” DiBrango said. “We share the department’s timely, reliable feedback to teachers and parents to monitor student progress and inform instruction.
concerns with the disparate impact of the pandem- NYSUT should continue to work with NEA and AFT to secure changes to the federal testing
ic and the ongoing trauma our schools are facing.” mandate to allow changes at the state level.
The COVID-19 pandemic forced state as-
sessments to be cancelled entirely in 2020 and
nysut.org DE-EMPHASIZE HIGH-STAKES TESTING January/February 2022 | 13Buffalo Teachers Federation members Jenna Rivera, left, and Kylene Holmes, both former teaching
assistants, graduated with master’s degrees from Buffalo State College and are now first-year
teachers in Buffalo City Schools. The pipeline program is supported by both the Buffalo TF, led by
Phil Rumore, and the Buffalo Educational Support Team, led by JoAnn Sweat.
14 | January/February 2022 FIGHT FOR RAHome-grown programs
tackle the teacher shortage
A pair of pilot “Grow Your Own” programs in Buffalo “It makes sense to recruit from the ranks of teaching assis-
are already sprouting an impressive number of new tants and aides because we already have extensive experi-
and aspiring teachers. ence working in schools,” Rivera said. “We love kids, plus we
Former teaching assistants Kylene Holmes and Jenna know what we’re getting into!”
Rivera are now first-year teachers in Buffalo City Schools, Rivera, who attended Buffalo City Schools herself, thinks
thanks to a union-backed pipeline program through Buffalo it’s important for students to have teachers with similar
State College. backgrounds. Home-grown teachers can be a positive role
“It was an amazing opportunity because it allowed me to model for all students, whether it’s in big-city schools or rural
keep working as a teaching assistant while completing the districts. Studies have shown retention is also better for GYO
teacher prep program,” said Rivera, whose love of working graduates.
seven years as a pre-K teaching assistant convinced her to Buffalo’s other state-funded pipeline program, the Urban
pursue a teaching degree. Teacher Academy, is also having early success. The Career
“I was so lucky to be a part of the pipeline program,” and Technical Education program at McKinley High School
Holmes said. “As a single parent, I thought it would be nearly just graduated its first class of high school students, with
impossible to go back to school for my master’s in teaching. several choosing teacher education majors in college. The
The program was so helpful because our schedule was very four-year high school program offers education career
accommodating and we worked at our own pace.” exploration, job shadowing and teaching/community service
Both Rivera and Holmes were able to complete the two- opportunities. In their senior year, students can take college-
year graduate program level courses and work toward being accepted at Buffalo
by attending classes State as education majors.
year-round, evenings and With support from Assembly Majority Leader Crystal
Saturdays. Their student Peoples-Stokes, Buffalo City Schools are working hard to
teaching experience dove- expand and diversify the educator workforce. According
tailed with their teaching to a State Education Department report, while two-thirds of
assistant duties so they Buffalo’s enrollment are students of color, only 14 percent of
were able to continue their the workforce are teachers of color.
TA employment. The state- “The lack of diversity is a statewide problem that has to
funded program, which be addressed,” said NYSUT Executive Vice President Jolene
includes about two dozen T. DiBrango, who leads the union’s Take a Look at Teaching
other Buffalo TAs and aides, initiative. “As we tackle the teacher shortage, GYO programs
also covers tuition, books like Buffalo’s should be promoted and expanded.”
and vouchers for state By Sylvia Saunders
certification exams. sylvia.saunders@nysut.org
Strengthen and Diversify the Educator Pipeline through Grow-Your-Own Initiatives
Task Force Recommendation:
The 2022–23 state budget should include:
$500,000 to provide grants to assist school districts with establishing and growing educator pipeline initiatives and
developing collaborations with established programs that have a proven track record of engaging students of color.
$5 million to expand the successful Teacher Opportunity Corps in public and private colleges to recruit and support teacher
candidates from diverse backgrounds.
$20 million to provide scholarship opportunities to potential educators.
$30 million for the creation of programs to support career ladders, career changers, fellowship and residency programs.
$1.5 million for State Education Department staffing to improve the teacher certification process.
ACIAL JUSTICE January/February 2022 | 15NYSUT launches implicit bias
training statewide
Thought provoking. Non-judgmental. Participants at the
Welcoming. Honest. Those were a handful of November training
participant responses following a NYSUT-led shared personal
implicit bias workshop held on Long Island stories of how
for Hewlett Woodmere Faculty Association microaggressions
members in early November. and stereotypes
have impacted
The program is one of several social justice initia-
them, such as as-
tives offered under the office of NYSUT Secretary-
sumptions about
Treasurer J. Philippe Abraham. “Sticks & Stones:
the language they
Understanding Implicit Bias, Microaggressions &
speak, the color
Stereotypes,” is a series of union-led workshops
of their skin and
that raise awareness about the role of implicit
even the news
bias in classroom dynamics. NYSUT received a $1
programs they
million grant in the last state budget to expand its
listen to.
implicit bias training program statewide over the
The purpose
coming year.
of the training is
So far, NYSUT’s 65 instructors have conducted
to make members
six trainings, for around 500 members. “We have a
aware of what’s
lot of training requests from throughout the state.
affecting students
Our goal is to launch the implicit bias series in ear-
and other members.
nest in January and February,” Abraham said. The
Building that awareness is a goal of the trainings, so gay,” might not be said with harmful intent, they
workshops are available for Continuing Teacher
explained Abraham. “Helping educators recognize still have a negative impact on the person on the
and Leader Education credit through NYSUT’s
their own implicit biases and consider how they receiving end and are inappropriate.
Education & Learning Trust.
impact their behavior toward students fosters more “We’re proud to raise awareness about these
Wayne White, NYSUT’s director of social justice,
inclusivity and empathy within our classrooms and type of issues for our members and to continue the
led the Hewlett-Woodmere training in partnership
communities,” said Abraham. work toward a more just and welcoming environ-
with Leslie Rose, a district second-grade teacher.
The training sessions use exercises, readings ment for all,” said Abraham.
“People were engaged for the entire four hours,”
and personal narratives to help participants self For information about future implicit bias train-
Rose said. “I worried we wouldn’t get enough inter-
reflect. Teaching members how to interrupt and ings, visit nysut.org/implicitbias. To learn more
est, but we had to cap the workshop at 50.”
challenge microaggressions and stereotypes when about NYSUT’s social justice initiatives, visit nysut.
According to “Understanding Implicit Bias,” a
they hear them in the classroom is another goal. org/socialjustice.
paper published by Ohio State University’s Kirwan
Although comments like “what are you?” or “that’s By Kara Smith
Institute, implicit bias is holding “negative attitudes kara.smith@nysut.org
about people who are not members of one’s own
‘in group.’” These preferences can cause us to
discriminate against people who don’t share our Establish Regular Training For All School Staff on the Topics
ethnicity — whether we do so knowingly or not.
While most people realize they hold some degree
of Implicit Bias and Supporting Inclusivity
of prejudiced and stereotypical thinking, they don’t Task Force Recommendation:
understand how much those beliefs influence their
behaviors, the researchers found. As part of the enacted 2021-22 state budget, NYSUT received $1 million to provide implicit
The Nassau County Hewlett Woodmere FA, bias training to 10,000 educators across the state. Doubling this funding ($2 million) in the
led by NYSUT Board member and ED 18 Director upcoming budget will ensure that more educators can participate in this training, which will
Frederic Stark, serves a diverse student body. improve school and classroom environments for students and educators. School districts
Nearly 40 percent of students identify as non-white. should commit to providing implicit bias training for all staff.
16 | January/February 2022 FIGHT FOR RACIAL JUSTICE Official Publication of NYSUTBook study jump-starts
conversation on racial awareness
Sharon Luck and Beth Dubay, longtime The Butterfly
friends and Peru Association of Teachers Effect, a student
members, often swap books. So, last fall, when club focused
both recommended a new, non-fiction book on race, gender
they were reading, they were pleased to dis- and ability at the
cover it was the same one: Stamped: Racism, high school. “Our
Antiracism, and You by Jason Reynolds and principal was ap-
Ibram X. Kendi. proached by a few
students of color
“We thought a discussion about the issues in
who knew about
the book would be good to have with other faculty
the book studies
members,” so they decided to organize a book
and wanted to get
study group, explained Luck, a librarian at Peru’s
involved,” said
middle and high school. They didn’t know it then,
Luck, who advises
but that decision would have a big impact on
the club.
the small, majority white, Clinton County district,
Club initiatives
roughly 30 miles south of the Canadian border. It
include weekly
would spark greater racial awareness among both
public service an- PROVIDED
students and educators. A love of reading helped fifth-grade teacher Beth Dubay, left, and librarian Sharon Luck
nouncements to launch important discussions on racial awareness in their North Country district.
The administration was supportive from the start.
educate students
It offered to pay Dubay and Luck to lead the ses-
about events like
sion, and to buy books, offer Continuing Teacher
Native American Heritage month, and the “word of want to grow as individuals and have a more ac-
and Leader Education hours and pay book study
the week,” which defines words such as “microag- cepting school community.”
participants. The pair set five book study session
gressions” for students. Interested in increasing racial awareness in
dates and developed discussion points.
One teacher who completed the book study your classroom? A great place to start is the New
“People were hungry to talk, we met our cap, 15
will incorporate Stamped into the curriculum of York State Education Department’s framework on
participants, the first session,” said Dubay, noting
Diversity and Social Justice, a high school elective. Diversity, Equity and Inclusion. Visit nysed.gov/
that despite the often-sensitive nature of discus-
“The goal is to eventually bring these topics to diversity-equity-inclusion.
sions about race, the book ended up “being neutral
the classroom to further the discussion with open By Kara Smith
ground — the discussions didn’t turn political.”
minds,” said Dubay. “We might not always agree, kara.smith@nysut.org
Participants were engaged and Stamped opened
but we can respect different points of view. We
their eyes to perspectives they hadn’t learned
about, or even considered.
Since that initial group, the district has offered
12 more sessions for about 85 participants focused Implement NYSED’s DEI Framework and
initially on Stamped, and later growing to include Establish Culturally Responsive Curricula
the books White Fragility by Robin DiAngelo,
and Start Here, Start Now: A Guide to Antibias and Task Force Recommendation:
Antiracist Work in Your School Community, by Liz In order to determine the districts that need support with implementation, the New York State
Kleinrock. Under Luck’s and Dubay’s guidance, Education Department should conduct a survey of school districts to identify those that are
four colleagues also lead book studies at the implementing changes as outlined in the framework and those that have not begun to do so.
primary, intermediate, middle and high schools.
The Task Force recommends NYSUT’s support of the State Education Department’s expectations
Participants have included teachers, School-
that school districts develop policies and practices that advance diversity, equity and inclusion and
Related Professionals, administrators and Peru
implement these policies with fidelity and urgency as well as their ongoing support of these initiatives
community members.
in the field and their efforts to create culturally responsive-sustaining education resources for schools.
The book studies also inspired the creation of
nysut.org FIGHT FOR RACIAL JUSTICE January/February 2022 | 17You can also read
