May-June-2020-Advisor

Advisor CEA May–June 2020 • Volume 62, Number 7 • Published by the Connecticut Education Association • cea.org EQUITY INEDUCATION

Gaps exposed • 4, 6-7 Safe schools for all • 5 Bridging the gaps • 8-10

2 CEA ADVISOR MAY-JUNE 2020

LEADING

Leading: Our Perspective

The multiple crises we are experiencing now are like nothing we have experienced before. First, of course, is a pandemic that has separated us from our students and removed us from our traditional teaching spaces. Too many of our members and their students were clearly not given the resources needed to continue the instructional process in any meaningful way. CEA UniServ Reps, together with local union leaders, worked hard to fashion memoranda of understanding about what at- home learning might look like

new normal that ensures every school meets the needs of every student? A new normal in which it is unacceptable for Danbury to spend $13,039 per student, while spending in Cornwall exceeds $40,000 per child? A new normal that recognizes that Black Lives Matter? A new normal that no longer accepts that the top one percent of Connecticut residents take home 37.2 times more than the bottom 99 percent? First, we will strengthen our resolve to stand up to those who would dismantle our public schools—and that means voting to ensure that

Teachers Rise to the Challenges in These Unprecedented Times

Jeff Leake, CEA President

with our districts, but that effort had decidedly mixed results. All of us did the best we could under widely disparate circumstances. Second was the ensuing economic turmoil in which we found ourselves. Although teachers were able to continue their work from home—albeit with many challenges—too many parents in our communities were hit with a double whammy of lost jobs and food and housing insecurity. Others faced a difficult choice: go to work and risk getting sick for a

Betsy DeVos is sent packing. But sending DeVos packing is not enough. Here in Connecticut, we must re-examine and change a tax system that allows for the disparate spending mentioned above. (See pages 8-9.) Second, we must refocus our interactions in our union to ensure we have relevant, rigorous conversations with each other and our students about race, racism, and the dismantling of systemic policies that undermine justice for all, building our capacity to

Tom Nicholas, CEA Vice President

paycheck that would at least put food on the table, or stay home to support their children in the new environment of learning at home. Given the extreme wealth inequality in our state, we were not able to offer a truly equitable education to all of Connecticut’s students. (See pages 4-6.) Meanwhile, cities and towns continue cutting education budgets, jeopardizing the future of our children and our state, and prompting a new CEA campaign to ensure our students, our teachers, and our schools are supported.

safely broach these issues and come away with strategies and action items. (See page 7.) Third, we will implement the Resolution on Inequality that our CEA Board of Directors agreed to on June 5. (See page 7.) This resolution calls on our union to (among other actions) hold member meetings and community forums to elicit diverse views about the effects of economic inequality in our schools, our communities, and our state, and the best ways at the local and state levels to achieve greater equality and to hold ourselves accountable, knowing that we have

We still have not engaged in the difficult conversations and made the changes necessary to confront and improve the conditions in our union, in our schools, and in our society that erode equity, understanding, and pathways to freedom and justice for all people.

Donald E. Williams Jr. CEA Executive Director

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

Stephanie Wanzer • Secretary David Jedidian • Treasurer

John Horrigan • NEA Director Tara Flaherty • NEA Director

(See pages 8-9.) We are pushing for passage of the HEROES Act and other measures that will ensure our schools do not suffer further as they struggle to rebound from the pandemic and the inevitable learning loss and trauma that come with it. The pandemic has also touched many families— including those of our members and students—most directly. (See pages 10-11.) Thousands of Connecticut residents have suffered grave illness and, in some cases, succumbed to the virus. They have included mothers, fathers, grandparents, teachers, and in rare but tragic cases, children. Last but certainly not least, the continued crisis of institutional racism and unequal justice remains with us, and it is a crisis our nation and state have not adequately addressed. Resolutions adopted at our NEA and CEA Representative Assemblies in 2015 and 2016 sought to address these concerns, and protests around the world continue to bring a new level of awareness to systemic racism. But we still have not engaged in the difficult conversations and made the changes necessary to confront and improve the conditions in our union, in our schools, and in our society that erode equity, understanding, and pathways to freedom and justice for all people. And we must not forget the issues we were dealing with before this pandemic and renewed calls for social justice: the trauma too many of our students experience, the lack of resources to help them, and the unmitigated health risks—mold, extreme temperatures, poor air quality—in the very buildings that should be safe havens for children and their teachers: our public schools. These issues have not gone away, and progress will depend on how we support the physical and emotional well-being of our students and colleagues. So, what must we do to re-envision our schools, our justice system, and the way society treats its most vulnerable members? What must we do to establish a

succeeded when our locals, members, and communities are engaged in the battle for their own economic destiny, and when we make progress— with racial disparities lessening, wages rising, and income inequality diminishing. We understand how critical it is to continue to speak out and speak up for our students, our profession, and public education. Teachers are role models who inspire and encourage others to strive for greatness, and who are committed to excellence in a just and democratic society. We must continue to stand up for what is right and have the difficult conversations necessary to move us forward. While we don’t know the specifics of when or how schools will reopen, we have heard from you, in surveys, virtual meetings, emails, and phone calls. CEA’s priority is your health and safety, and we are working hard to ensure protocols are in place to protect all members of our education community— especially those at higher risk. We also know the needs of our members and our students will be greater than before and that those needs will include not only physical health and safety but emotional health and support as well. We are committed to providing you with the assistance you need, and we are in ongoing conversations with Education Commissioner Miguel Cardona to ensure that your priorities and concerns are part of the state’s reopening plan. In one of the largest CEA events ever held, Dr. Cardona heard from nearly 800 of you about what you have faced in the last three months and what you need to work safely and effectively in the coming school year. (See page 5.) Thank you, CEA members, for the way you have risen to meet and overcome the obstacles you encountered. And thank you for being there— for your students and your union—because we truly are stronger together. We hope you have a safe, healthy summer and enjoy a well-deserved break. June 11, 2020

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Winiarskyj • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer May-June 2020 Volume 62, Number 7 Published by Connecticut Education Association 1-800-842-4316 • 860-525-5641 cea.org CEA Advisor The CEA Advisor is mailed to all CEA members. Annual subscription price is $5.72 (included in membership dues and available only as part of membership). Institutional subscription price: $25.00. Advertising in the CEA Advisor is screened, but the publishing of any advertisement does not imply CEA endorsement of the product, service, or views expressed. CEA Advisor USPS 0129-220 (ISSN 0007-8050) is published in August, October/November, December/ January, February/March, April (regular and special editions), May/June, and summer (online) by the Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street, Hartford, CT 06106-8001, 860- 525-5641. Periodicals postage paid at Hartford, Connecticut. Postmaster: Send address changes to CEA Advisor , Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street, Hartford, CT 06106- 8001. Production date: 6-17-2020

MAY-JUNE 2020 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

New IT Hire at CEA Craig Porter is CEA’s new information technology associate, providing technical support for the association’s information systems. His responsibilities include maintaining the organization’s computer operating systems, email, databases, and servers; ensuring information security; installing computer hardware and software; troubleshooting; and providing technical support and training to staff. An experienced professional, Porter served for more than 20 years as a systems administrator for Simsbury Bank and Trust, planning and testing software, overseeing help desk technical support, implementing new technology, and assisting with disaster recovery planning. Previously, he worked for IKON Network Solutions Technology. Porter began in his new position at CEA on April 28, helping prepare the organization for its first-ever virtual Representative Assembly as well as other technology-enabled outreach and events. Summer Conference Is On—Online! Pick up best practices for interactive classrooms, get a handle on your legal rights and responsibilities as a teacher, and learn everything about virtual contract negotiations at CEA’s virtual 2020 Summer Conference. To enable as many CEA members to participate as possible, the conference will be held over a span of two weeks. From July 27 to August 1, participants will be able to view prerecorded video sessions and presentations, each lasting approximately 15-20 minutes. These may be viewed at times that are convenient for each member. The week of August 3, session trainers will hold live Q&As or interactive sessions, no longer than an hour on each topic, to encourage feedback and collaboration. At each session, members in attendance will be entered for a gift card drawing. Open to all CEA members, the virtual conference offers a great opportunity to learn from your colleagues in a relaxed atmosphere and at your own pace. Free to all CEA members, it’s one of the many ways your dues dollars work for you. Watch for more information in your inbox and at cea.org .

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EQUITY Throughout the pandemic, CEA surveys and forums have examined existing and worsening inequities in our schools and communities and are helping inform school reopening plans. Whatever school reopening looks like, the top priority must be health and safety. With reopening guidance expected in the coming weeks, read what the State Department of Education is considering and evaluating. The transition to distance learning has had its bumps and learning curves. Read what your colleagues’ biggest challenges are and how open dialogue is helping smooth the transition. Education equity has long eluded us, but recent efforts to achieve equity and social justice—with teachers at the wheel—show fresh promise. Many communities worry about a return to school this fall without the necessary resources to combat COVID slide, help children affected by trauma, enrich academics with art and music, and provide the kind of remediation needed now more than ever. Learn how some districts beat back budget cuts and how a new CEA ad campaign is working to ensure that all communities follow suit. Hit hard by the coronavirus pandemic, many communities received a helping hand from teachers who did everything from provide meals and PPE to ensure that the most vulnerable were protected. Read their stories of compassion, charity, and courage. The 172nd CEA Representative Assembly—held virtually for the first time in its history—was like no other. Read about newly elected directors, the passage of a budget, and plans for adapting to a post-pandemic education environment.

Three County Director Vacancies Announced Vacancies for one-year interim county director positions are announced in Fairfield, New London, and Tolland counties. Interested members are asked to email Mary Pat Soucy, executive assistant to the CEA president, at marypats@ cea.org . The deadline to submit notice is 5:00 p.m. on July 31, the last business day prior to the day of the election. Elections will take place on Monday, August 3, at the summer meeting of the CEA Board of Directors.

5 REOPENING

6 TRANSITIONING

7 RALLYING

8-9 FUNDING

10-11 HELPING

Hands Across the Green Golf Tournament Fundraiser Canceled— Donations Still Requested

devastating house fires, and other catastrophic events. Since its inception, CEF has disbursed hundreds of thousands of dollars to help alleviate these hardships, which are impediments to learning. Because contributions sustain the foundation and meet the needs of so many children, CEF is asking those who normally participate in the golf tournament to consider making a monetary donation this year. If you were planning to send a foursome or a larger group to the tournament, please consider donating at that level. Help is particularly needed at a time when children have been hit even harder by a health crisis that has left many parents and guardians unable to work. Whether you are a regular tournament participant or simply want to help Connecticut students in need, please consider sending a check (in any amount, made out to CEF) to Connecticut Education Foundation, 21 Oak Street, Suite 500, Hartford, CT 06106.

Due to safety concerns related to the COVID-19 pandemic, the Connecticut Education Foundation (CEF) made the difficult decision to cancel the 26th annual Hands Across the Green fundraising tournament to support The Children’s Fund. While the golf tournament is off, the need remains and is expected to be greater than ever due to the circumstances caused by the pandemic. CEF’s largest fundraiser, Hands Across the Green represents a majority of the funding collected each year for the nonprofit foundation. Established in 1991, The Children’s Fund helps students experiencing extraordinary personal hardships. Every year, CEA members ask for support for students whose basic needs cannot be met by their families—everything from clothes and shoes to eyeglasses and prescription medicine. The foundation has also helped many students, teachers, and families through serious illnesses,

12 REPRESENTING

13 RECOGNIZING

From lifting up their colleagues to serving as exemplars in their

communities, teachers and friends of education are recognized for their hard work and passion.

16 HUMAN AND CIVIL RIGHTS

Teaching has often been called the noblest profession. Meet three educators who demonstrate why.

GRADUATION AND SUMMER SCHOOL GUIDANCE

Beginning July 6, graduation ceremonies (up to 150 people) and summer school classes are allowed in Connecticut, following guidelines released by the governor’s office and the State Department of Education. Specifics regarding summer school operation are available at cea.org/2020-coronavirus and include detailed guidance on physical space setup, synchronous/ asynchronous learning, bathroom protocols, personal protection, cleaning and disinfection, and transportation.

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EQUITY

4 CEA ADVISOR MAY-JUNE 2020

EDUCAT IONAL EQU I TY TOP I C OF TEACHER SURVEY, FORUM

Survey examines impact of school closures

conducive to learning—40 percent (29 percent) • Lack of adult supervision—40 percent (30 percent) In addition, teachers report that roughly one in four students—27 percent in Alliance districts, 23 percent overall—are absent from the online environment. Getting students to attend online classes was the single greatest challenge identified in Alliance districts (rated 8.4 on a scale of 1-10). Inequities in adult support, technology, and Internet access were also significant. Teachers feel strongly about students receiving free computers and Internet access, giving it greater priority than their own training needs. On a scale of 1-10, they rate access to free Internet and devices for students in need at 9.5, followed closely by special education plans for students, at 9.2. If remote learning continues into the next school year, teachers say it is vital for the state to ensure equitable access to education for all children by • Providing free computers or other

• Providing free access to the Internet for students who demonstrate financial need • Establishing a plan for teaching special education students or other students with learning needs or disabilities. During the past three months of distance learning, teachers say more than a quarter of students (29 percent) received insufficient services relative to their IEPs. With equity gaps widely apparent, educators have mounting concerns that education budget cuts—already proposed or passed in many districts—will make a bad situation worse for their students. “The consequences of the crisis cannot be budget cuts that limit teachers’ ability to help their students or diminish the resources students need,” says CEA President Jeff Leake, urging support for state and federal funding to help struggling cities and towns. These and other solutions were discussed in an online forum hosted by CEA’s Ethnic Minority Affairs Commission (EMAC) in early June. See story below.

When Connecticut schools moved from in-classroom instruction to teaching and learning from home, the transition hit some students and communities harder than others. Students in wealthier districts generally have the technology, connectivity, and adult support at home to continue their education remotely, while the resources to make distance learning possible are far less available to their peers in high-poverty districts. For months, teachers have expressed growing concerns about students whose needs have not been adequately met. They have identified numerous gaps—in health, safety, nutrition, social-emotional support, educational access, and technology— that are putting their most vulnerable students at an even greater disadvantage. They are also concerned about their districts’ capacity to reopen schools in a way that is safe for all students and staff and in a manner that adequately addresses the need for academic and social-emotional remediation. More than 200 teachers participated in a CEA forum on education equity, with a discussion and Q&A led by CEA President Jeff Leake and State Department of Education Deputy Commissioner Charlene Russell-Tucker. “We won’t map out a road to equity in just one meeting,” Leake told participants, “but we have begun the journey, and we ask you to add your voices so that as we move forward, our state and our schools are better informed and prepared.” “The focus will be identifying strategies, policies, and ideas to put Connecticut on the road to enhancing equity for all students,” said CEA Ethnic Minority Affairs Commission (EMAC) Chair Sean Mosley. “Equity means giving all of our students the best shot at hitting a grand slam when it comes to educational achievement, no matter their ZIP code. We remember the reverberating effects of cases such as CCJEF v. Rell and Sheff v. O’Neill . Most recently, we’ve seen the lack of consistent, effective models of distance learning in our districts and the lack of technology. CEA’s survey results reinforced much of what we knew anecdotally.” Equity gaps exposed Russell- Tucker pointed out that a virus undetectable to the naked eye laid bare a concentration of poverty and long-standing disparities driven by various social policies. “Your voices are important to productive discourse,” she told teachers, noting that information collected from the interactive forum will help shape education policy and school reopening procedures. Hundreds of participants broke up into virtual breakout rooms to share observations and potential solutions related to educational equity. Small-group discussions centered on teachers’ personal

Those are among the key findings of a CEA survey aimed at identifying inequities exposed or exacerbated by the current health crisis. The survey was distributed in late May, and more than 2,800 teachers responded. There’s no place like school For many students, conditions at home are not conducive to learning. Lack of adult supervision is a significant hurdle, often because parents must work outside the home or care for other children. Additional barriers face English learners, who make up a greater share of students in high-poverty districts than elsewhere. Teachers have also reported insufficient services for students with special education needs. Each of these problems is notably worse in the state’s high-needs Alliance districts. Teachers surveyed have observed students experiencing: • Frustration/stress related to online instruction—44 percent of students in Alliance districts (38 percent overall) • Home environments not COVID-19 has magnified inequities as well as some ways districts have begun addressing the disparities. “Funding inequities are the most pernicious of problems, especially in our inner-city schools,” one teacher observed. “COVID-19 has amplified those inequities,” Russell-Tucker added. “We need more funding—not less. We should not be balancing our budget on the backs of our students.” She said her agency is examining how it might leverage some of its funding to support students in high- needs districts and is looking at other state agencies to contribute as well. “What if the city council where you teach doesn’t support the board of education budget?” one teacher asked. “It’s critically important to share those concerns with elected officials,” Russell-Tucker responded. “Our UniServ Reps have been working with local presidents to stay on top of what’s happening in each of our communities,” said Leake. “Every local must pay close attention to town budgets and reach out to their communities for support. CEA is also running a TV ad campaign urging community support for education budgets.” Mosley also urged participants to become more active in their union. “Join one of the association’s many commissions and boards. We have an EMAC, a Human and Civil Rights Commission, and other groups of educators with common interests and concerns.” What works, what’s needed In their breakout discussions, teachers discussed their specific challenges related to equity, what they hope will change, and what seems to be working in some districts. They looked at how we can provide more equitable access to

Internet-enabled devices for students with financial need

Forum looks at closing equity gap experiences with the ways

EQUITYFORUM

technology and other resources and what local or state policies could be changed to overcome inequities. Among their observations: • Surveys to determine what technology and Internet access families have at home provide a clearer picture of students’ needs and whether their home devices and operating systems are compatible with what their schools are using. Several districts conducted such surveys. • Many districts have been able to provide devices, routers, and Wi- Fi for students in need. • Some districts’ IT departments have set up help desks for families who need tech support. Extended help desk hours in the evening would be particularly beneficial for parents who work days. • Paraprofessionals would also benefit from additional training and technology. • The state should bear the responsibility of ensuring that every student has adequate technology and connectivity so that this is not left to the districts—which, inevitably, results in inequities. • With free trials for many apps set to expire soon, teachers are concerned about resources again becoming scarce.

• Districtwide (rather than schoolwide) curricula can be a great driver of equity. • Having a day where teachers work 1:1 with students has great advantages. • Additional help is essential for English learners, many of whom • Reducing standardized testing is seen as a way of leaving more time for instruction in the coming year. • Professional development in mental health issues is seen as essential for key staff. • A central portal for videos on distance learning, perhaps at the State Department of Education website, would be helpful. CEA Executive Director Donald Williams added that when schools reopen, poor districts must not be left to fend for themselves when it comes to the health and safety of students and teachers—another area where vast inequities exist. “It is the state’s responsibility to step in and make sure all schools have the resources to open safely, and that includes providing sufficient personal protective equipment for students and teachers,” he said. cannot expect technical or language support from their parents.

REOPENING

MAY-JUNE 2020 CEA ADVISOR 5

CEA FORUM ON SCHOOL REOPENING PLAN TO BE SHAPED BY HEALTH, EDUCATION PRIORITIES Nearly 800 teachers joined a

virtual forum on June 8 to hear Education Commissioner Miguel Cardona’s plans for reopening schools and pose questions about what the new school year might look like. “It’s not simple, and I would rather be careful and thoughtful about it than come out with something that has to change,” said Cardona. “We know that COVID numbers and testing conditions could impact how we reopen, but I am hoping that in the next couple of weeks we could have something that could help districts start planning.” That reopening plan could come in early July, and Cardona said that input from CEA leaders and members has been influential in the agency’s planning and discussions. Safety first “This is uncharted territory—it’s a health pandemic,” he said, pointing out that there is no precedent to turn to, only guidance from educators, epidemiologists, and other experts. “First and foremost, health and safety is what will drive our decisions, and we are working closely with the Department of Public Health so that education decisions aren’t made in a silo.” The commissioner was joined in the online forum by SDE Deputy Commissioners Charlene Russell- Tucker and Desi Nesmith, who also fielded teachers’ questions on a range of topics. “It’s important that folks understand we want situations that we feel comfortable sending our own children into,” said Nesmith. “We have children in the public education system, and we must be deliberate and take the time necessary to work on reopening plans.” Asked whether some protocols might be mandatory and non- negotiable, Cardona answered, “Yes. When it comes to health and safety, we need standards; otherwise, inequities are created.” Districts vary, however, from those with a graduating class of 27 to high schools with more than 3,000 students. “There likely won’t be a one-size-fits- all approach, but guidance will be given out to districts, and there needs to be a bottom line of non- negotiables.” Art, labs, specials, and more AWamogo teacher asked what would become of specials, where teachers must deal with greater numbers of materials. Similar questions from other teachers focused on science labs, which require close proximity, as well as classrooms of very young children who learn through play and tactile activities. Information from the CDC is changing, Cardona noted, and while his agency continues to rely on it to set benchmarks, different activities and environments pose unique students in a room, as well as instruments and other shared

Clockwise from top left: SDE Deputy Commissioner Desi Nesmith, CEA President Jeff Leake, Commissioner Miguel Cardona, Deputy Commissioner Charlene Russell- Tucker, and CEA Executive Director Donald Williams hold a virtual forum with 800 CEA members.

challenges. These include contact sports, classrooms without good ventilation, school choruses, gymnasiums, and early childhood settings. “We’re going to revisit how we do those things,” Cardona said, “so music could look different, and physical education could look different, but we’re going to work with teachers, because they’re the experts in their fields. We know how important music, PE, culinary classes, and the arts are, and we’re going to do our best to adapt. Once guidelines are set, teachers will help figure out how best to teach those subjects.” Face coverings, frequent hand washing, and other good hygiene practices in schools will be important, Cardona said, adding, “I respect how challenging it is to have young students wear masks, but I also know that teachers are innovative at helping students learn to do these things.” On pre-K and kindergarten, the commissioner stressed finding a balance between what is good educationally (which, at those ages, often involves song, movement, play, tactile learning, hands-on instruction, and social interaction) with what’s safe. “That’s a tough one,” he admitted. “Almost as tough as transportation. Doing things differently is temporary, however, and if we don’t adjust, there is a greater likelihood we won’t be able to get back.” Teachers’ roles and rights Teachers wanted to know what they should be doing to get ready to return to school. “Communicate what you know about equity and education at the district level,” Cardona advised. “Who better than teachers, who know what their school situation is?” If in-person or hybrid learning is part of the landscape and teachers with underlying medical conditions or other special circumstances

cannot safely return to their school buildings, Cardona believes there is a place for them in their students’ education. “Districts should look at staff with comorbidities to ensure that they can contribute without putting their health at risk. We can and should meaningfully engage their expertise. Epidemiologists say there is likely to be a second wave of COVID-19, so we may need to look at blended learning models for many other reasons.” Equity, funding gaps A Bridgeport teacher asked what is being done to correct inequities regarding technology and Internet access, especially for communities such as his. “This is so heavy on our minds,” Cardona acknowledged. “Teachers have worked hard to close the equity gaps that exist in ways that are different from what you’ve ever done before.” Russell-Tucker observed that with eviction protection coming to an end, and families stressed by unemployment and food insecurity, many more students will be negatively impacted—including those in rural communities where social services are less readily available. She shared that various groups and state agencies are working on recovery plans and that the SDE is collaborating with the Department of Social Services and others to fill in the gaps. The SDE also recently conducted a statewide survey to get a handle on connectivity and device needs while also looking at the federal CARES Act and other funding sources to provide access where it is needed, said Nesmith. A connectivity workgroup has been established with the governor’s office, he added, and the agency is creating a learning hub for parents, students, and teachers with quality lesson plans aimed at leveling the playing field. In this time of remote learning, he said, “Some districts are material-rich, while teachers in low-resource districts are putting together plans and creating materials on their own time, with their own money. The learning hub would help by providing everyone with access to materials that meet a quality threshold.” Russell-Tucker also stressed

leveraging resources for social- emotional learning and trauma- informed instruction so that teachers, students, and parents alike can have the support they need. On the topic of school funding, Cardona emphasized, “We need more, not less. We as a nation stood up for companies that needed a bailout; right now, our kids need us.” The governor and fiscal offices, he said, are aware of the state’s education funding needs and are looking at prioritizing CARES Act funding and using ECS calculations to address inequities. “We know our U.S. senators are working on additional funding as well, because CARES funding won’t be enough. We need to invest in students so that the education they get puts them in a place that was better than before. Education is the best economic driver for our state, and we should accept nothing less for our kids.” Russell-Tucker also proposed deploying existing funds differently— such as lifting the technology spending cap on Title IV funds—and CEA Executive Director Donald Williams recommended looking at the state’s rainy day fund as a potential source of education funding. Regarding English learners, who have fared disproportionately worse under distance learning models, Cardona said, “We need to turn that on its head. We’ve hired a director of equity and language, and we need to look at practices and research into second language acquisition. We’re not going to take our foot off the gas.” He remarked that every teacher is, in a sense, an EL teacher and that teacher preparation programs need to look at how to equip preservice teachers for that role. He also recommended engaging preservice teachers to help where class sizes must be smaller and tutoring and mentoring support will be critical to help meet students’ needs. The point Cardona and his team stressed most throughout the forum was the value that teachers continue to bring to their students, to the learning transition, and to school reopening plans—saying that it’s a collaborative process made better by teachers’ passion, expertise, and willingness to be part of the conversation that shapes the future.

“We as a nation stood up for companies that needed a bailout; right now, our kids need us.” Education Commissioner Miguel Cardona

TRANSITIONING

6 CEA ADVISOR MAY-JUNE 2020

CEA SURVEY SHEDS LIGHT ON DISTANCE LEARNING CHALLENGES CEA partnered with AFT Connecticut and WFSB Channel 3 on a survey to gauge the impact of child care—that limit how much they can help with remote learning.

While some teachers report that the vast majority of their students have the equipment and resources necessary to engage in distance learning, others acknowledge that most of their students do not. • Far from saving time and money, the switch to distance learning has meant significantly longer days for educators as well as an increase in the projected funding that will be needed to address student trauma and make up for the learning loss resulting from the pandemic. Remote learning without a roadmap With no guidebook for teaching remotely on a prolonged basis, schools were unprepared for the sudden switch to distance learning. Consequently, teachers put in long hours to build the system from the ground up, working quickly to master online communication and

have a lot more coronavirus cases than other parts of the state,” said another. “I have a student who hasn’t done a stitch of work; she has five family members afflicted with COVID-19. I have a student who has experienced a death in the family. I have 117 students, and some sign in every day but turn in no assignments. A lot of them have parents who don’t speak English: 57 percent of my students are new or recent arrivals and are English learners, and now they’re trying to get the tech piece.” “Intervention is not working well for most of our students right now,” another teacher added. “I was just discussing with my department what changes we would like to make to the math intervention classes in the fall if we are still distance learning. Is anyone else thinking about what to do for our neediest students? We’ve even gotten to a point of requesting a wellness visit from our student resource officer.” “Once we’ve ruled out language barriers and technology issues,” said one teacher, “we look at doing porch visits with masks and PPE to reach students who have ‘checked out.’” fill in the gaps where resources for some students were scarce. Nearly three-quarters of teachers (74 percent) reported a heavier workload now versus pre-pandemic. Inequities that have long existed within schools and from district to district came into sharper focus as many students lacked access to technology. Nonacademic services provided by schools—from meals to wellness checks—were also disrupted, and teachers throughout the state played a crucial role in stepping in where the need presented itself. No substitute for in-person instruction Among educators, there is widespread agreement with State Education Commissioner Miguel Cardona’s assessment that there is no substitute for in-person classroom education, where teachers interact directly with students. In fact, the most widely reported challenge teachers have had with distance learning is not seeing their students face-to-face. (In urban districts, lack of technology presents an even more pressing challenge.) By its very nature, distance learning hinders important interactions between students, teachers, and peers, and that could help explain why even though two-thirds of teachers said students were “accepting” of distance learning, many also reported that young people were stressed (47 percent), confused (44 percent), or frustrated (43 percent). Parental involvement, access to technology not a given Statewide, the greatest obstacle teachers identified for students engaged in distance learning is a lack of parental assistance. Indeed, parents often have multiple other responsibilities—including work and

The future of electives For some teachers, distance learning has proven difficult for reasons related to content areas and the expectations around them. “We use Photoshop and all sorts of tools that students do not have at home,” said a high school art teacher. “It’s a great loss.” “Our musical concerts are performance-based,” said another. “Normally we have an active schedule that includes travel, and I fear that distance learning will turn many students away.” Budget cuts to arts programs are also a serious concern. (See story, page 9.) Separated from colleagues Being separated from their students isn’t the only obstacle teachers face. “I miss my casual opportunities to connect with colleagues so much,” one educator observed. “In the school building, we can pop in on each other’s classrooms, and now it’s harder to collaborate.” “It helps to have forums like these,” a colleague noted, “just so we can hear other teachers’ stories, strategies, and ideas. It helps to know we’re in this together.” Language barriers and lack of content knowledge also pose difficulties for many. Technology deficits have emerged as a major roadblock to distance learning as well. “Until every single student has access to technology and Internet for free and—particularly with young students—a parent available throughout the day to assist them, I don’t foresee this ever being the norm,” said one survey respondent. Unlike their colleagues in wealthier suburban districts, nearly one in three teachers in Alliance districts reported that students may not have a computer or tablet at home that makes distance learning possible. The lack of access to technology in low-income households is a grave concern if distance learning replaces classroom instruction. Even if all students are given a computer or iPad, a lack of Internet access (or access that is too slow) hinders distance learning for low-income students. Long-term costs While it may seem that school closures result in cost savings for districts, the opposite appears to be true. Not only are resources required to make distance learning possible, but they will also be needed to remediate and fill in widening gaps created by the lack of in-person instruction and school supports. Discussions are beginning to center on how much remedial education students may need as a result of lost classroom instruction —a problem exacerbated by budget uncertainties and some municipalities’ efforts to reduce, rather than supplement, their education budgets.

distance learning on public education. More than 1,875 teachers responded, representing 159 school districts, and results were publicized at cea.org and in a series of televised news stories. Among the key findings: • The switch to distance learning proved challenging for a number of reasons, including the absence of a plan, little or no professional development, and inconsistent parental support or availability. • Lack of engagement with students is a major and ongoing challenge when it comes to distance learning. • The pandemic has laid bare deep inequities, including food insecurity and technology gaps.

Inequities facing students

Percent of teachers surveyed

STRAIGHT TALK ON DISTANCE LEARNING CEA OFFERS OPPORTUNITY FOR TEACHERS TO WEIGH IN They included a choral director,

the classroom. I am super tech-savvy and thought this was going to be a cakewalk, but it is so much harder and more time-consuming than I ever would have imagined.” “Everything takes so much more time and has so many more steps, and it all feels less effective.” Fortunately, a CEA survey distributed weeks later revealed that over time, teachers felt more comfortable with distance learning, although they overwhelmingly acknowledged it cannot replace in- person learning. The need to connect In cases where families have greater access to technology, teachers said, the desire for social connections has made student engagement easier. “They don’t all have each other’s contact info,” one educator explained, “so that motivates them to show up for virtual learning—to see each other.” But a variety of circumstances has prevented many students from connecting and learning. “I’ve emailed and called home, but there are some students who have just dropped off,” said one teacher. “I’m in Fairfield County, where we

school psychologists, an art department chair, a long-term

substitute, and teachers from urban, suburban, and rural districts. Some had decades of experience, while others were newer to the profession. The ties that bind all these Connecticut educators together are a desire to help each other and the determination to help their students succeed in a time of distance learning. Those were the goals of two virtual CEA forums aimed at fostering dialogue and an open exchange of ideas. The groups talked about their challenges, which included spotty technology and difficulty engaging students. Among their comments: “Our district, like others, was really not ready for this. It was a long time before we went to real-time interaction with students. I worry, because there are kids I haven’t seen or heard from since we’ve been apart.” “At the middle-school level, it’s so hard to engage students when we’re not in the classroom and not present at the same time.” “Literally everything is three times more work than if we were in front of the kids in

RALLYING

MAY-JUNE 2020 CEA ADVISOR 7

COURAGEOUS CONVERSAT IONS: EQU I TY AND SOC I AL JUST I CE

For 16-year veteran educator and building rep Monique Butler, who teaches fourth grade at East Hartford’s Norris Elementary School, the switch to distance learning this spring—and the inequities it brought with it—were evident almost immediately. “Many of our students lacked access to technology and the Internet at home, and many of their parents are essential workers,” she explains. “For the first few weeks, we were passing out copies of work for students when their parents came for school-provided lunches. We had to figure out how to get technology out to these families and how to access students’ completed assignments when they don’t have scanners at home.” While these

challenges are largely nonexistent in wealthier suburbs, they are major roadblocks to distance learning in Connecticut’s higher-poverty areas. “I have 23 students,” says Butler, “and while initially families were involved in their children’s distance learning, that number is down. Many parents lack the time or capacity. Some work third shift. For parents of children with special needs, the challenges are even greater.” One solution, she says, is initiating conversations with legislators and, relatedly, getting out the vote in local districts and holding elected officials accountable. “It’s going to be a lot of work, but we need to figure it out,” she says. “We need to have those courageous conversations that lead to answers.” Some of those

predominantly black or brown. “Having these conversations can feel uncomfortable,” Butler acknowledges, “but they can lead to understanding and cultural competence. The district where I teach is predominantly black and brown, but the majority of our teachers are white.” Peace rally Butler has been hard at work with colleagues and community members organizing a rally called BLACKOUT, which stands for Black Lives Actually Can’t Keep being Oppressed Until Tomorrow. The rally is scheduled for

East Hartford teacher and building rep Monique Butler has organized a rally for racial justice.

Saturday, June 20, from noon to 3 p.m., and, Butler says, “The overall message I’m sending is that we all stand together. I am working with the East Hartford police to have a safe route, to practice social distancing, and to ensure our kids are seen and heard. I’ve also been speaking with State Representative Jeff Currey, because change often starts at the local level.”

Butler stresses that the work does not end when the rally is over. “We are talking about what’s next and how to change policies that create inequality and disparities. We are planning follow-up forums with community members, parents, students, law enforcement, and legislators, because these courageous conversations must continue. This will help kids see what they can do.”

conversations, she says, must center on what it’s like to be a black or brown child, what it means to be a teacher or other adult in the life of a black or brown student, and what it means to serve a community that is

CEA Passes Resolution to Combat Racial Injustice, Economic Inequality, and Education Inequities A resolution passed at the June virtual meeting of CEA’s Board of Directors seeks to eliminate racial, gender, and other disparities in income, education, professional achievement, and more. One of the main ways of achieving these goals is by a sustained, comprehensive approach that ensures CEA members are fully engaged at the ballot box and the bargaining table in the fight for educational opportunity and for all Americans to share fully in the wealth and productivity gains of their labor. “This will tap into our deep relationships with the communities we live in and serve and our ability to move the general public and engage legislators and politicians,” says CEA President Jeff Leake, adding, “The urgency surrounding economic inequality is greater than ever, and the seriousness has never been clearer: Our economy can never be remotely fair when systemic racism and sexism exist.” To illustrate these disparities, the resolution passed by CEA’s Board of Directors points out, among other things: • The total compensation for the top 25 hedge fund managers exceeds the total compensation for all kindergarten teachers in the United States. • Disparities in employment rates are so pronounced that the very best unemployment rate for African Americans is essentially equal to the white unemployment rate during the height of the Great Recession. • Women earn less than men with the same level of educational attainment, and, in many cases, the median income for women with higher educational attainment is even lower than that of men with less educational attainment. “CEA’s agenda to combat economic inequality and education inequities will be front and center as we engage members and support candidates through the 2020 election and beyond,” says Leake. “We will hold ourselves accountable, knowing that we are succeeding when our locals, members, and communities are engaged in the battle for their own economic destiny, and when we make progress—with racial disparities lessening, wages rising, and income inequality diminishing. We will tap the knowledge and skills of our members and leaders to create a powerful movement that promotes educational opportunity for all and embrace a head-on challenge to those forces that benefit from economic inequality.” The full text of the resolution is available at cea.org .

WHY RALLY? In the wake of George Floyd’s brutal murder and other high-profile attacks on men and women of color, Carmen Arace Intermediate/Middle School teacher Mary Kay Rendock has participated in vigils and rallies in Bloomfield, where she teaches, and Windsor, where she lives, and has continued to be an outspoken educator calling for change. “Everybody is focused on this, as they should be,” Rendock says. “The vigils I’ve attended have been incredibly powerful, with a variety of amazing speakers and diverse voices making themselves heard. Everything feels different now, between the diversity of the crowds and the number of people actually responding to this latest cry for help. Ninety-five percent of my students are black and brown, and they matter. Their lives matter.” CEA and thousands of Connecticut teachers are working on effecting systemic change and keeping the public focus on the need for such change. “Why do black and brown students not graduate at the same rate as white students?” asks CEA Vice President Tom Nicholas, who last year spearheaded a major CEA initiative to increase the number of people of color entering the teaching profession in Connecticut. “Why do black and brown children not enter into honors classes at the rate that their white classmates do? Why do they not have the same

academic standing? Why do black and brown parents have to have ‘the talk’ with their children about how they speak and move when addressed by the police? George Floyd’s dying words were, ‘I can’t breathe.’ How is it that anyone can breathe and flourish in a society that, at best, views them as inferior and has put up roadblocks to keep them disadvantaged and fearful for their well-being? The answer is simple: racism, bias, prejudice. That is why we rally.”

At a vigil in Bloomfield, teachers, students, and others gather to demand change to systemic racism and inequality.