ABCFT - YOUnionews - June 10, 2021
CONGRATULATIONS ABC RETIREES!
ABCFT would like to take a moment to congratulate the following ABCFT Members for their years of service to the students of ABC. Your contributions and achievements are a shining example of why we entered the education profession. ABCFT would especially like to thank you for your support for the ABC Federation of Teachers during your tenure in ABC. Your support for ABCFT will leave a collective bargaining legacy that will impact future ABCFT members and their families for years to come. Our best wishes to you and your families. Enjoy your much-deserved retirement!
In YOUnity Always,
The ABC Federation of Teachers
Retiring Class of 2021
Thank you for your years of service!
KEEPING YOU INFORMED - Negotiations Update By Ruben Mancillas
The negotiating team is meeting with the district this afternoon. If we have any information regarding voluntary professional learning days in August we will let you know as soon as possible.
Last week I congratulated the class of 2021 on their graduation. This week I want to acknowledge another special group and their milestone achievement. I write, of course, of our retirees. Many of us will be sending colleagues off with best wishes and fond memories of a proud career of service to our students and community. At my site, we are saying thank you to Mr. Catlett for over 40 years in education. You’re a Saints legend, Ken! Though we haven’t been able to formally acknowledge some of these rites of passage with our traditional in-person events like our Employee Recognition Dinner, we want to express our gratitude to those who have been our fellow professionals, our friends, and our brothers and sisters in ABCFT. One very tangible sign of appreciation for our retirees is the retirement incentive that was negotiated for this year. Payroll has indicated that they will be issuing the retirement incentive checks for ABCFT members on Wednesday, July 28.
So congratulations to our graduates and retirees. And thanks to my partners Ray and Tanya for managing to make a challenging year a fun one too. I encourage everyone to enjoy a well-deserved break this summer and look forward to sharing what is hopefully positive negotiations news when we return in August. I will have a personal decision to make by that time; it will be tough to play the “pandemic card” when explaining my shaggy personal grooming even after the barbers have long since reopened. My current pop culture doppelganger is Robert De Niro in 1987’s Angel Heart. Not sure how long I can keep this up!
In Unity,
MEMBER BENEFITS - WELLNESS WEDNESDAYS
Maintaining our mental health and well-being is important for all of us. This past year, ABCFT offered Wellness Wednesdays for members to virtually participate in Guided Meditation and Chair Yoga. These 30 minute weekly sessions will give members a chance to practice self-care. Whether you were a weekly participant or not, you can access the entire year’s library of the video recording and audio recordings.
If you are seeking other ways to unwind this summer break, in partnership with Kaiser Permanente, you can also access mindfulness resources for all ABCFT members. For Kaiser members, you have free access to the app Calm and myStrength which offers personalized self-care programs based on the cognitive behavioral therapy model.
Here’s to a relaxing and rejuvenating summer break. May you find peace and joy as you recover from a school year like no other.
ABCFT PRESIDENT’S REPORT - Ray Gaer
Communication is a union’s most important tool for advocating for its members at the bargaining table. Every conversation with the membership is focused on the end result of negotiating for the future prosperity and wellbeing of ABCFT members. This weekly report aims to keep the membership informed about issues that impact their working/learning conditions and their mental well-being. Together we make the YOUnion.
What can I say….I’ve got one foot out the door like everyone else and I’ve said my notes of thanks. I’ll be working with the negotiating team over the summer as we await the results of state budget negotiations in Sacramento. Until that time we won’t know what the ABC Virtual Academy will look like or how it will impact our schools for next year. It’s out of our control at this time so I’m not going to worry about it yet and neither should you.
GO! Take some time to decompress and get reacquainted with your non-work self. You deserve every minute. ABCFT will put out a July 2nd YOUnionews with updates and another one on August 13th. We want to keep you informed over the summer so there are no surprises coming back. If you are working summer school, thank you for working with the kids in the summer because I’m sure they appreciate you. However, make sure you get some downtime. We all need it.
So until August, I want to wish you all the best for you and your families and please stay safe!
In YOUnity and Love,
Ray Gaer
President, ABCFT
CALIFORNIA FEDERATION OF TEACHERS
The latest CFT articles and news stories can be found here on the PreK12 news feed on the CFT.org website.
AMERICAN FEDERATION OF TEACHERS
Follow AFT President Randi Weingarten: http://twitter.com/rweingarten
----- NATIONAL NEWS -----
Ed Dept seeks feedback on school discipline policies
The U.S. Department of Education's Office for Civil Rights (OCR) has issued a Request for Information asking members of the public to submit written comments on the administration of school discipline in schools serving students in pre-k through grade 12. This information will assist OCR in determining what policy guidance, technical assistance, or other resources may help schools improve school climate and safety, and ensure equal access to education programs and activities, consistent with the civil rights laws that OCR enforces. The OCR's Civil Rights Data Collection has shown persistent disparities over time in the use of exclusionary discipline. The data from the 2017-18 school year survey show that Black students represented 15% of student enrollment but 38% of students who received one or more out-of-school suspensions, and students with disabilities represented 13% of student enrollment but 25% of students who received one or more out-of-school suspensions. "Our nation's civil rights laws require fair and nondiscriminatory school discipline practices," said Acting Assistant Secretary for Civil Rights Suzanne B. Goldberg, "yet we have data that show concerning disparities based on race, sex, and disability in the administration of discipline. We want to hear from educators, students, parents, and other stakeholders about how the Department can support schools in addressing disparities and eliminating discrimination in school discipline and fostering positive and inclusive school climates."
States Relax School Mask Policies As CDC Works On Fall Guidelines
ABC News (6/8, Haslett) reports that the CDC is working “on federal guidance for masking in schools,” but “states have begun to take matters into their own hands, pushing ahead and leaning away from masks for the fall.” The article says that the result is “a patchwork of different policies depending on what state Americans live in, or even down to which district their kids are enrolled in.” CDC Director Rochelle Walensky “has said the guidelines won’t come until after this school year ends.” She said, “We will not be changing our guidance for the end of this school year. Most kids will not be vaccinated or fully vaccinated before the end of this year, and we’re going to work on updating our school guidance.” Teachers unions “still support masks in schools,” ABC News adds.
Education Department Releases Guidance Aimed At Ensuring Equity In Pandemic Relief Spending
US News & World Report (6/9) reports the Education Department on Wednesday released requirements “for states and school districts to ensure that federal aid from the most recent coronavirus relief package is used to bolster districts and schools serving the highest percentages of low-income and otherwise marginalized students, including students of color, students with disabilities, English learners and those experiencing homelessness.” The guidance is a “cornerstone” of the Biden Administration’s “focus on racial equity, support for underserved communities and reopening schools in a way that addresses long-standing issues of inequality.” The goal, according to ED documents, is to address inequities exacerbated by the COVID-19 pandemic as well as encourage schools “to reimagine their education systems and practices and infuse equity into all of their work.” The ED envisions the guidance will work “hand-in-hand with its proposal to more than double Title I funding” to $20 billion in Biden’s fiscal 2022 budget request.
Education Week (6/9) reports the new “maintenance of equity” requirements say “states receiving the COVID-19 can’t cut funding to their highest-poverty districts – as determined by rank order, starting with the district with the state’s highest poverty rate – that collectively enroll 20 percent of the state’s students.” Additionally, states cannot “cut funding disproportionately to “high-need” districts – again, as determined by rank order – that collectively enroll 50 percent of the state’s students. Fiscal 2019 is the year officials must use to compare spending levels.” The guidance specifies the requirements apply to the 2021-22 and 2022-23 school years. But even though “the test for meeting these requirements must account for those years after the fact, states should not delay in getting the relief money to districts.”
K-12 Dive (6/9) reports that prior to the guidance, “education finance experts and superintendents worried states would cut their funding and backfill their education allocations with the new federal funds. Supplanting rather than supplementing would have impacted the highest-need districts and schools the most, but maintenance of equity is designed to avert that.” Noelle Ellerson Ng, associate executive director of advocacy and governance of AASA, The School Superintendents Association, said in an email, “The guidance is a welcome document, in that it helps SEAs and LEAs better understand how to implement this new mandate.”
A US Department Of Education (6/9) release quotes Education Secretary Miguel Cardona as saying, “This is our moment as educators and as leaders to transform our education systems so they are truly serving all of our nation’s students. While COVID-19 has worsened many inequities in our schools and communities, we know that even before the pandemic, a high-quality education was out of reach for too many of our nation’s students and families.”
Ed Dept announces actions to advance equity in education
The Department of Education has announced a series of actions it is taking to advance equity in education and ensure schools across the nation are serving all students. The actions include an Equity Summit Series, launching virtually on June 22nd, that will initially explore how schools and communities can reimagine our school systems so that every student has a voice in their school and classroom, particularly students from underserved communities. In advance of this, there is a new report from the Department's Office for Civil Rights exploring how the impacts of the pandemic have fallen disproportionately on students who went into it with the fewest educational opportunities, many of whom are from marginalized and underserved communities. Also of note are new Maintenance of Equity provisions, central to ensuring that essential resources are meeting the needs of students who have been subject to longstanding opportunity gaps in our education system. These student groups have also experienced the greatest impact from the pandemic. In addition to the historic resources the American Rescue Plan is providing states to address inequities made worse by the pandemic, President Biden’s fiscal year 2022 budget proposes $36.5 billion in formula grants for Title I schools, a $20 billion increase from the 2021 enacted level. The investment will provide meaningful incentives for states to examine and address inequities in school funding systems, as well as ensure teachers at Title I schools are paid competitively, provide equitable access to rigorous coursework, and increase access to high-quality preschool. States would be required to collect and report data analyzing gaps in these key foundational areas, and work with their districts to make plans to address them.
The Biden administration's latest budget proposal includes a $20bn program for high-poverty school districts. States would get additional funding if they “address longstanding funding disparities” between rich and poor districts. Zahava Stadler, a former policy director at EdBuild who currently focuses on education funding at the civil rights organization The Education Trust, said the new funding in the Biden plan “wouldn’t just add money where it’s needed; it would also offer an important push for states to change the policies that create inequity in state and local funding.” The administration has not specifically said how the new funding formula, billed as part of the long-established federal Title I program that is meant to support high-poverty schools, would work. Michael Dannenberg, vice president of the nonprofit advocacy group Education Reform Now, suggests that "They should either pump all the new money through the current Education Finance Incentive Grant formula." Failing that, he says, officials should devise "an entirely new formula that is more targeted to the highest-poverty school districts and includes even stronger incentives to create equitable state funding systems."
Graduation rate could stall at US high schools this year
Some larger U.S. school districts expect graduation rates to stall or fall because many seniors struggled during online learning, even as states and schools nationwide have altered graduation requirements to account for hardships brought by the pandemic. States have waived standardized exit exams and let students repeat 12th grade to make up for pandemic-related learning loss. In an effort to help students navigate the challenging circumstances, several state legislatures passed laws to adjust high-school graduation requirements. Some states, such as Florida and Ohio, waived the requirement that students complete end-of-year or end-of-course exams to graduate. Other states, such as New York, made these moves through their departments of education. Texas allows students three pathways to graduation, with the base program requiring 22 completed classes, or credits, and the other programs requiring at least 26. The district said it is looking at the 22-credit option for more students this year due to COVID-19. In Ohio, 46% of Columbus City Schools seniors were off track, as of mid-April, to graduate. Graduation ceremonies are taking place through Saturday, and the current graduation rate is 72.06%. The 2020 graduation rate was 81.3%. Maya Schenk, who just graduated from Glenelg High School in Maryland, said she has found virtual learning taxing. “Education as it is right now feels like it’s just memorizing things, but I feel like I can’t even do that in the ways I used to because it’s hard to stay focused staring at screens seven hours a day,” she said.
----- STATE NEWS -----
CTA votes to defend Gov. Newsom against recall
The California Teacher Association has voted to get behind Gov. Gavin Newsom in an upcoming recall election. “California educators stand in strong opposition to the recall of Gov. Gavin Newsom,” union president E. Toby Boyd wrote in a statement. “From our classroom vantage point during the pandemic, we didn’t always agree on approach, but we’ve never questioned his commitment to California’s students and public education.” In his statement, Boyd credited Newsom for driving down California’s COVID-19 rates with the state’s vaccination efforts. The vote by the governing body of the state's largest teachers union comes as Newsom and lawmakers work out details of next year’s budget, including how much virtual schooling to allow. Last month, Newsom proposed withholding billions of dollars from schools that don’t return to full in-class instruction in the fall after the pandemic waiver allowing schools to move online expires June 30th.
California schools move ahead with fall distance learning plans
California Gov. Gavin Newsom has said he expects schools to fully reopen after the distance learning statute expires on June 30th and that students who want to continue with remote learning can pursue existing independent study plans. Nevertheless, some parents, education and civil rights advocacy groups are urging Newsom to extend and strengthen the 2020-21 distance learning provisions for the upcoming school year. “Pandemic recovery isn’t happening in a uniform way. There’s a much larger impact on low-income communities, and we want to make sure they have high-quality distance learning opportunities if they need it,” said Victor Leung, director of education equity at the ACLU Foundation of Southern California. “We have had lots of folks in independent study (pre-pandemic), and it hasn’t provided high-quality instruction. It’s seen as a way to push students out of school.” California lawmakers are currently discussing options for remote learning as part of the 2021-22 state budget. The latest budget proposals would create additional requirements for districts offering independent study, including providing the necessary technology and curriculum students need, recording daily participation and interaction with teachers and creating processes to re-engage students who fall behind academically. Schools would also have to provide live interaction between independent study students and teachers at least once per week, plus document daily participation. Current law does not require schools to verify whether students completed independent study coursework each day, but they must verify whether the assigned work was completed by a set date. But advocates say that the proposed changes to independent study fall short of the robust distance learning programs they think districts should be able to offer students.
----- DISTRICTS -----
LA teachers union to vote on urging U.S. to cut aid to Israel
The leadership body of the Los Angeles teachers union is expected to vote in September on a resolution that would urge the U.S. government to end all aid to Israel. The declaration, which was brought forward during the recent deadly conflict between Israel and Palestinian militants, urges United Teachers Los Angeles to “express our solidarity with the Palestinian people and call for Israel to end bombardment of Gaza and stop displacement at Sheikh Jarrah” — a site where Palestinian residents face forced removal. In addition to the cutoff in aid, the resolution asks members to endorse “the international campaign for boycotts, divestment, and sanctions against apartheid in Israel.” Critics say the resolution is one-sided, insensitive to Jewish students and school employees, and inappropriate for a teachers union. “It is inappropriate and unacceptable for UTLA to promote a one-sided position on a complex geopolitical issue that is far removed from the day to day public education in our schools, among our teachers, our students and their families,” The Jewish Federation of Los Angeles said in a statement. The resolution “knowingly alienates an entire population of their members, and intentionally makes all LAUSD schools feel unwelcome and unsafe for most Jews and their allies.”
LA County seeks alternatives to deputies on school campuses
The Los Angeles County Board of Supervisors voted unanimously yesterday to collect more data on the effect of having sheriff’s deputies on local school campuses, even as some school districts pushed back against changes. On a 3-2 vote, the board also took back its authority to negotiate contracts for these services, rather than allowing the sheriff to hammer out deals directly with local school districts. Supervisors Janice Hahn and Kathryn Barger voted against the move to control negotiations, reacting to school district representatives demanding local autonomy. Supervisors Holly Mitchell and Sheila Kuehl were the co-authors of the motion proposing additional oversight of these contracts. “Law enforcement presence on school campuses can have a negative impact on students,” Mitchell said, pointing to research showing higher rates of fear and anxiety among students and a disproportionate negative impact on students of color. Kuehl said alternative programs, such as counseling and mental health services, would better serve schools.
The Signal San Gabriel Valley Tribune
----- CLASSROOM -----
Pandemic prompts some states to pass struggling 3rd graders
A number of U.S. states are revising policies stipulating that schools hold back struggling 3rd graders who don’t pass state standardized reading tests. Two states, Florida and Mississippi, decided this year that pupils who fail reading assessments won’t be held back. Lawmakers in a third state, Michigan, are debating the same policy. Proponents of letting students pass say states should focus resources on strengthening classroom instruction and literacy intervention efforts. “These kids are little. They’re eight-years-old and they’ve only been reading for two or three years,” said Franki Sibberson, a retired 3rd grade teacher and a former president of the National Council of Teachers on English. Sibberson said she understands the importance of assessments, but that focusing on one high-stakes test doesn’t provide teachers with a complete picture of a student’s progress. This emphasis on test scores makes it difficult to meet the child’s needs, she said. The U.S. Department of Education granted states flexibility on testing this spring, including altering the administration of tests and waiving accountability and school requirements under the federal Every Student Succeeds Act, known as ESSA. Although the waivers are in place, Florida Education Commissioner Richard Corcoran still encouraged students to take the assessments. “All sides say you want accountability,” Corcoran said during a March news conference. “We gotta go out there and get the measurement. When we get the measurement, then we can sit back, look at the data and make the decisions that are best for children.”
This one goes under DUH!
Summer School May Not Be Enough To Close COVID-19 Achievement Gap
USA Today (6/9) reports that “millions of children this summer will participate in what’s expected to be the largest summer-school program in history, powered by more than $1.2 billion in targeted federal post-pandemic assistance from the American Rescue Plan.” However, experts “warn these much-needed summer enrichment programs aren’t a panacea – and worry the students most in need of extra tutoring won’t get it.” While summer school “can be an effective way to help students who are falling behind, studies have also shown that students most needing help [are] typically Black or Latino kids from low-income families who were already being left behind academically before the pandemic.” Those who sign up “often don’t attend consistently.” Summer 2021 programs “face the daunting task of teaching not just about math, history and English, but also addressing widespread mental health challenges among students, and in some cases, dealing with nutrition issues for children who missed out on weeks or months of school meals.”
Twenty-five states introduce personal finance education in 2021
So far in 2021, 25 states in the U.S. have introduced legislation that would add personal finance education to their high school curriculum. Bills in Arkansas, Hawaii and Nebraska have been passed this year and signed into law, while measures in four more states, Colorado, Nevada, Rhode Island and Texas, have passed and are awaiting governors’ signatures. Seven states - Virginia, Alabama, Tennessee, Missouri, Utah, North Carolina and Mississippi - have what Next Gen Personal Finance, which carried out the review, refers to as the gold standard of personal finance education: a standalone half-semester course that focuses on only personal finance. Beyond that, some 21 states require some personal finance education, but say it can be incorporated into another course. “In recent years, I haven’t seen this many [bills] that have been significant and that have made it to the governor’s desk,” Next Gen co-founder Tim Ranzetta said. “There’s a sense that some folks are being left behind, and the pandemic kind of exacerbated some of those structural issues,” he added. “And while financial education isn’t the silver bullet, or isn’t the panacea for those issues, it’s an important skill for young people to develop.”
----- LEGAL -----
Government opens review of federal sex discrimination protections for students
A sweeping review of one of the nation’s key education civil rights laws that ramps up this week could lead to new policies on some of the most sensitive issues schools have faced in recent years: responding to reports of sexual assault and harassment, protecting LGBTQ students, and ensuring students are treated equally, regardless of gender. Federal enforcement of Title IX of the Education Amendments of 1972 shifted dramatically between the last two presidential administrations. Schools have been left to navigate changes in complicated directives about their responsibilities to students, and a corresponding threat of federal enforcement if they don’t meet them. Five days of virtual public hearings begin today, during which sexual assault survivors, groups concerned about due process for accused students, LGBTQ rights groups, educators, and others are expected to weigh in, voicing passionate and sometimes conflicting opinions about the law.
----- HEALTH & WELLBEING -----
Vaccines and testing improvements herald safe return to classrooms
The United States is edging closer to a safe return to in-person learning in the fall, due in part to developments on vaccines for adolescents. Children ages 12 to 15 recently became eligible to get the Pfizer-BioNTech vaccine in the U.S. and in the European Union, and the vaccine was endorsed by Britain’s drug regulator on Friday to be used for the same age group. Moderna plans this month to ask the Food and Drug Administration to clear its vaccine for use in 12- to 17-year-olds. A study published by the Centers for Disease Control and Prevention on Friday indicated that the hospitalization rate for COVID-19 in adolescents was about three times greater than hospitalizations linked to influenza over three recent flu seasons, lending urgency to the drive to vaccinate children. The findings run counter to claims that influenza is more threatening to children than COVID-19 is, an argument that has been used in the push to reopen schools. “Much of this suffering can be prevented,” the C.D.C. director, Dr. Rochelle P. Walensky, said in a statement. “Vaccination is our way out of this pandemic.” Dr. Anthony S. Fauci, President Biden’s chief medical adviser for the pandemic, said in an interview with CNN on Thursday that he was “cautiously optimistic” that children younger than 12 would be eligible for vaccinations by Thanksgiving. Until then, experts are confident that masks, distancing, hand washing, cleaning and ventilation — along with rapid tests — can enable a return to full-time in-person classroom settings.
-----CHARTER SCHOOLS -----
State legislator takes charter school reform bill off the table
A charter school bill that aimed to prevent the kind of fraud highlighted by the A3 charter school scandal is temporarily dead in the state legislature. Assembly Education Committee Chair Patrick O’Donnell, D-Long Beach, asked that his AB 1316, be moved to the inactive file on Thursday. The action means it’s unlikely the bill will be voted on during this legislative session. O’Donnell made the bill inactive as part of a working agreement with Gov. Gavin Newsom to extend a current moratorium on the creation of new non-classroom based charter schools until January 2025, legislative officials said. The bill focused on weaknesses in state law addressing school audits and enrollment practices that San Diego prosecutors said A3 executives exploited to fraudulently obtain at least $400m in state school dollars, from 2016 to 2019. Charter school supporters celebrated the bill’s move to the inactive file, saying it would have financially threatened charter schools and cramped the flexibility and independence that charter schools are meant to have.
----- TECHNOLOGY -----
New survey reveals continued existence of digital divide
While the country moves toward connecting more households to the internet than ever before, insufficient bandwidth remains a challenge for school districts and limits what tools students can use at home. The Consortium for School Networking (CoSN) has surveyed 400 districts across the country, finding that basic internet access is less of an issue in distance learning than an inability to use bandwidth-intensive content, such as video conferencing and streaming. Ninety-four percent of districts faced challenges with video conferencing during remote learning. For 66% of those districts, the problems were caused by insufficient bandwidth. Respondents listed slow connections and multiple users as the top technical problems they faced. CoSN chief executive Keith Krueger said that part of the problem is that the federally recommended broadband thresholds for households don’t meet the needs of remote learning. Families may have plenty of bandwidth to stream or download content, he said, but not enough to upload. And most households have two or more students, compounding the problem.
----- SOCIAL & COMMUNITY -----
Systemic racism deters Black families in LA from sending kids back to school
Black families may be reluctant to send their children back to Los Angeles USD schools, after more than a year of coronavirus-induced virtual learning, because they feel the nation’s second largest school district is plagued by systemic racism, according to a new report from an educational advocacy group. Speak UP's report took into account responses from focus groups, analyses of district data and surveys, and the results from its own survey of 500 LAUSD parents, including 96 Black parents. Nearly two-thirds of Black parents said they did not want to send their children back to school. And while lingering concerns about the coronavirus pandemic was at least partly responsible for their hesitancy, 43% said they had concerns about bullying, racism and academic achievement, the reports says. “Black parents were able to see how their children were treated by their peers and instructors while kids learned at home, and in some cases, saw a system that did not benefit them,” the report says. “Many of the same parents who saw that their children seemed to learn better and thrive emotionally away from school now question whether it is in their child’s best interest to return to campus.”
----- HIGHER EDUCATION -----
State's community colleges took a massive hit during the pandemic
Student enrollment in higher education took a hit during the COVID-19 pandemic, with an annual decrease in undergraduate enrollment by 3.6% nationwide. In California, changes in enrollment at the three state-financed university systems - California State University (CSU), University of California (UC), and California Community College (CCC) - varied greatly. While the CSU and UC systems had slight increases in undergraduate enrollment, the community college system’s enrollment decreased dramatically, according to a recently released study from economists at the UC Santa Cruz. The study found that in the spring of 2020, community college enrollment fell by over 60,000 students, or 4%, from the spring of 2019. The decline was even larger in the fall. More than 230,000 fewer students enrolled than the previous fall - a 15% decrease.
----- OTHER -----
NTA Life Insurance - An ABCFT Sponsor
About three years ago ABCFT started a working relationship with National Teachers Associates Life Insurance Company. Throughout our partnership, NTA has been supportive of ABCFT activities by sponsorship and prizes for our various events. This organization specializes in providing insurance for educators across the nation. We have been provided both data and member testimonials about how pleased they have been with the NTA products and the opportunity to look at alternatives to the district insurance choice.
To All Members of the ABC Federation of Teachers,
National Teacher Associates (NTA) is committed in our efforts to helping educators through tough times. It’s what we do. After all…in our eyes, you are the heart and soul of our communities.
Protecting you and your families has been our goal for over 45 years. Despite the current global pandemic, we are not about to slow down now. We know that many of you have had our programs for years and sometimes forget the intricacies of how they work. NTA wants to help facilitate any possible claims for now and in the future. Fortunately, all claims and reviews can be done by phone and online. I personally want to offer my services to guide you in the right direction with your NTA benefits.
We also apologize for not being able to finish the open enrollment for those of you who wanted to get our protection. We are still able to help by extending our enrollment window for the near future. Again, this can be done over the phone, email, or online.
Please contact Leann Blaisdell at any time either by phone or email.
562-822-5004
