May-June-2020-Advisor

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.