Deborah Gatrell, Granite District, Social Studies. Equitable access means students have the ability to reach me for in the way that supports them best. Often times that means I have to take the initiative to reach out. #UTEdchat
Kristin from @DavisSchools I teach high school English. Equitable access to me means that all students have opportunities to be successful. They should have access to accommodations that make that possible. #UTEdChat
Brooke Anderson, specialist for Jordan district. Equitable access means that students in any district, school, or classroom have access to high-quality instruction, functioning schools, and well-prepared teachers. #utedchat
Great to be with my #utedchat PLN tonight! Marci from Sandy. I help educators change lives through the power of literacy.
Equitable access = great teacher. It should not be a gamble. Every student in every classroom in every school deserves a highly effective teacher.
I held focus groups and invited a lot of teachers to complete the survey. Enough to get myself into trouble =). Thanks to everyone who showed up in person and through the survey! But we’re not done yet - you’re participating now! #UTEdChat
Hi! I'm Kiera Beddes, ELA 11/12 in @jordandistrict and equitable access means that regardless of ability, motivation, privilege, background, language, and money, students have access to learning and quality education. #UTEdChat
Always love this visual- and I love how it has evolved from just the first 2 images to adding the 3rd with instead of only accommodating- removing the barrier! #UTEdChat
I’m Dave, and I believe that every child deserves to be in a safe environment, with a highly qualified teacher, and be provided with what they need to learn and grow from where they are to where their dreams and hard work can take them. #UTedchat
#UTEdChat Brian Preece, Provo HS Social Studies joining you tonight! Sorry for missing Zoom Meeting tonight Hope Street Friends, helping a friend in need tonight.
A1: I don’t think I was well prepared, but some of this has to come through experience, right? I think the practicums Ed departments require now are giving pre-service teachers better preparation. #UTEdChat
A1: I participated in a focus group that @DeborahGatrell1 hosted after the UCSS conference in October and it was a fascinating conversation. We had a variety of teachers with unique perspectives and it was valuable to see other points of view. #UTEdChat
After entering your classroom, how prepared are/were you to serve students with backgrounds different from yours?
Q1 How would you change that preparation?
#utedchat
Equitable Access to me means every student receives all they need to achieve at high levels in school and have the chance at a successful life. #UTEdChat
A1: I'm not sure how well-prepared I was. I'm trying to remember if this even came up in my training . . . We had a sociology and ed law course, but that's as close as we came to addressing how different communities experience the public ed system #utedchat
#UTEdChat
a1: Teachers need more in class practice and time spent with students.
All the time I get asked how do you support students. My answer is just get involved and try. Be honest and reflective and you will figure it out.
I think this is one area where I really needed a lot of work when I was a first year teacher. My lessons were prepared using my background as a guide. I learned so much working with the students and discovering their needs. #utedchat
A1 Not very prepared. Of course, I started teaching in 1977. I would have loved the opportunity to network with people of other cultures and learn about them and their expectations/take on life. #UTEdChat
A1: I really wish I had been better prepared to teach struggling readers. I was taught “Whole Language” and it simply doesn’t work for all students. Since we are talking #equity—it is highly inequitable to ignore the science of reading. We must better prepare teachers! #utedchat
I think this is one area where I really needed a lot of work when I was a first year teacher. My lessons were prepared using my background as a guide. I learned so much working with the students and discovering their needs. #utedchat
A1.2: I would include a History of Education course so that students are aware of how the education system has addressed these issues over time, and students can place the changes in expectations for teachers and students in context. #utedchat
A1: I think my teacher education program tried to address this, but coming from a fairly homogenous culture that is college in UT, I didn't have a lot of experience w/ it. Having teachers prep social justice or cultural units with texts from people of color could help. #UTEdChat
A1: I needed more than a semester on multicultural education and students with disabilities. Even though I had lived many experiences that my students did the best I could do was empathize! #UTEdChat
A1: More time and opportunity in a variety of instructional settings with a variety of populations -- more exposure; more instruction; more discussion and reflection. #UTedChat
A1: My program was special ed. We studied a book titled Other Peoples Children which dealt with culture and race bias. We read Anthropologist From Mars as well. We were well prepared. #utedchat
A1 I didn't feel very prepared at all. More explicit instruction in teacher prep programs on acknowledging different backgrounds and attempting to address those differences. I wasn't taught how to differentiate instruction to allow everyone to participate successfully. #utedchat
From what I understand, teacher prep programs in CA have a greater emphasis on multiculturalism and equity issues than here in UT. Perhaps we should be learning from CA? #utedchat
History of Education would be fascinating! There is such a course at MIT, I think. Heard some fascinating history on the Carnegie unit from an instructor in a mooc I'm taking on CBE with them right now. #UTEdchat
A2: I actually don’t know where to find the state ESSA plan, let alone my district plan. We’re caught up in other conversations and this hasn’t been made a priority like it needs to be. We definitely need a plan. Failure to plan is planning to fail. @Graniteschools#UTEdchat
#UTEdChat
A2: absolutely. It should be designed to give the teachers the supports and tools needed to increase equity in the classroom.
Teachers need more time to get in and mix it up with students.
I had a similar experience. How do we expose student teachers to more diverse settings? How do we incorporate a variety of texts from other cultures into our prep programs? #utedchat
Multiple practicum assignments in Teacher Prep programs now are part of the answer. If we moved towards an Apprenticeship model for newly inducted teachers we could do some powerful things too. #UTEdchat
In reply to
@HSG_UT, @PiperRiddleUT, @rogers_machelle
A2: I am learning more and more about ESSA every day. Yes! I believe that we need a plan while giving teachers the supports they need to not only advocate in behalf of those who don't have a voice and also to provide access for students. #UTEdChat
A2 - We need a plan. Without a goal and a plan to achieve it, we wander aimlessly. More teachers need to be aware of the ESSA plans that have been put together. #UTEdChat
Incorporating diverse voices will take some intentional work at the higher ed level. And the school PLC level. It doesn't happen by chance - it must be intentional. #UTEdchat
In reply to
@tabitha_pacheco, @KBeddes, @rogers_machelle
A2: Fer Shure! Statewide strategic plans can have a very positive influence on LEA direction. Especially if they are will worded and forward thinking. #UTEdChat
A2: I've heard of the the ESSA plan and I'm sure I've seen it too (I'm sure a quick Google search could bring it up) but I'm not sure how many other teachers I work with could say the same. #utedchat
#UTEdChat
One note: Equity for me seems to happen at a personal level. When I am working individually or in small groups with students. Not when I am instructing a whole class of 40.
Absolutely! And I love your use of the word relentlessly! Truly, if we are talking #equity we are talking about ensuring our classrooms are anchored in evidence-based instruction that lead to powerful learning—for ALL. #utedchat
So have you seen a change in better preparing teachers? Are the teachers who have been in the class 10, 5, 3, years more prepared to address equity issues? #UTedchat
A2.2: I definitely thinking the state should have a plan, otherwise you could have drastically different views depending on the district you just happen to be in. That's not equitable. #utedchat.
#UTedchat A2: I guess I know where to go now. I'm not sure how much any plan will help. I think most success comes at the most local levels, from those on the ground. I guess it couldn't hurt.
Do you think teachers need training on understanding implicit biases and how that affects their paradigm and teaching? Do teachers recognize the difference between implicit bias, bias, and racism? #UTedchat
A2: Yes, and I've reviewed it mostly for accountability stuff. We should definitely have a statewide expectation for our education system. When there are no high-level expectations or standards, we tend to make choices to educate less, not more. #utedchat
Late to the party #UTedChat but I’m Mili, 7th grade STEM Lab teacher in Hawaii! I like that equity graphic posted by @CurioLearning but I would also make sure we’re honest about the reality first.
#UTEdChat A2 (addendum): Is the plan a plan or set of principles and guidelines. I think ultimately, any action plan must come at the most basic levels, teacher and school.
Do you think teachers need training on understanding implicit biases and how that affects their paradigm and teaching? Do teachers recognize the difference between implicit bias, bias, and racism? #UTedchat
Do you think teachers need training on understanding implicit biases and how that affects their paradigm and teaching? Do teachers recognize the difference between implicit bias, bias, and racism? #UTedchat
A2: I am really excited about the legislation around the “Teacher and Student Success Act” and the funding that is attached. Local control. Principals empowered to collaborate with stakeholders to design a plan unique to the needs of the students in the school. #utedchat
A3: I think I can improve in both. Just today I had a student crying and figured out she is an EL and can’t really read. So heartbreaking! Her speech is pretty good so I didn’t know. SO much work to do with the new Social Studies core to teach, let alone differentiate. #UTEdchat
Much better prepared than I was, still not prepared well enough. We'll do better once we start thinking about ALL students and see being prepared to just teach to the middle and the extremes be damned.#UTEdChat
A3: I think it's delivering, but I want to talk about identifying real quick: the way we qualify students for services leaves a lot to be desired. There are kids moving between schools and their services don't move with them. #utedchat
#UTEdChat
A3: it is balancing time.
Class sizes are an issue, but I also dont find a reduction very likely. I would to see para-educators in every classroom. More adults means more individual time for students.
I felt like I was pretty good at identifying needs, but finding time to plan and prepare lessons that helped meet those wide range of needs wasn’t available as often as I would have liked. #utedchat
I'm concerned about the Accountability piece associated with the TSSA proposal... If it goes back to standardized testing I have serious reservations. Love the idea of local control though. #UTEdchat
A3 - I definitely struggle with the differentiation of instruction more. I feel fairly confident in my ability to identify needs, but less in my ability to give every student what he/she needs. #UTEdChat
A3.2: For any student who receives extra services, someone at the school has to send up a flag asking they be screened or qualified somehow. It's a net that misses a lot of kids. #utedchat
#UTEdChat
a4: it has become on of my personal missions and the purpose of my work outside the classroom. It is vital to ensuring the success of students including my own kids.
So true! And there are real limits to supports we can provide to students are "borderline" or tested out of services but still need them. It's a real frustration in one of my classes - so many significant needs and I just can't seem to meet them all. #UTEdchat
Equity is challenging. I think we need a new paradigm that focuses on mastery but without the stigma of failure. Grade simply reflects how much time we need to keep spending on something, while knowing when to move on & not get stuck. #utedchat
A3: I struggle the most with addressing student needs and delivering appropriate and equitable instruction. Sometimes, I just don't even know where to start. #UTEdChat Good PD helps. I'm in an ESL endorsement cohort right now and it is revitalizing my approach.
A4: If we aren’t concerned about Equitable Access, we’re okay with students dropping out. That’s bad for them, their families, the community and the nation. If every child matters, we MUST be concerned about Equity. #UTEdchat
A3: We tend to struggle the most when we look at Ss. (or each other) & their needs in a deficit manner. Language, ability, gender, age, culture, religion, should be seen as assets to individuals. Even if we have a different foundation we all have something to share! #UTEdChat
A4 - Honestly, not significant enough. I don't think about equitable access as much as I should in my classroom. It's something I'm working on. #UTEdChat
A4: Equitable access is at the heart of education. It's everything. The trick is making sure it shows up in your classroom and that schools are talking about it too. #UTEdChat
A4: Our schools belong to all of us: the students who learn in them, the parents who support them, the educators and staff who work in them and the communities that they anchor. As an educational leader, I am responsible to ensure equitable access to ALL. #utedchat
I work in a full inclusion school with class sizes of about 12. 2 adults. Short days & 45 week year. Even with all that it's very fluid - lot's of moving targets to achieve. #utedchat
I'm not clear on the details. But school level interventions under TSSA will be hard to draw direct lines to success or failure with all the other factors at play if metrics are holistic and not specific. That's why I worry. #UTEdchat
A3: Too often we find ourselves in this scenario: data rich but information poor. We need to ensure that the measures we are using are giving us actionable information about student learning. And have appropriate instructional resources to target identified needs. #utedchat
A4: It's one of the reasons I'm in Evaluation, Research, & Accountability. One of the things I do is build ways to identify students who are falling through the cracks. Like many things, there are a lot of processes that can be automated to be done more consistently. #utedchat
If you love social justice or want to learn more about equitable projects join us at the Utah Chapter of the National Association for Multicultural Education (NAME) will be holding its conference at UVU on March 2! Hope our #UtEdChat friends can join us! Please RT!
I wanted our staff to do a chat focused on different learners. I think Gen Ed & Special Ed have more in common that we realize & probably share the same Ss more than we realize. I though #DiffEdu would be a nice common ground. Still a work in progress. #utedchat
A5: Best way to meet diverse student needs is to understand them as people, where they’re coming from and what they need so we can provide it (or develop the tools if they aren’t already in place). And all of that takes TIME. #UTEdchat
#utedchat A5: It's going to be a long journey but let's say for students of color, they actually need to see more teachers of color in their schools. Research study after research study shows how critically important this is.
A4: It is crucial! Equitable access means that as an educators I identify & remove the barriers for others to succeed. It's not about achievement gaps it's about access gaps! #UTEdChat
She's right! NAME conferences are fantastic! I've been to several and always came away enriched. Put it on your calendar and register. (I already scheduled a practice AP test for my students so I can't make it this year - sad face). But you should still go & learn! #UTEdchat
If you love social justice or want to learn more about equitable projects join us at the Utah Chapter of the National Association for Multicultural Education (NAME) will be holding its conference at UVU on March 2! Hope our #UtEdChat friends can join us! Please RT!
A3: Too often we find ourselves in this scenario: data rich but information poor. We need to ensure that the measures we are using are giving us actionable information about student learning. And have appropriate instructional resources to target identified needs. #utedchat
A5 - One thing we can do is get to know our students. Build relationships. That would allow us to more accurately determine and address their needs. #UTEdChat
A4.b: As a leader it means that I strive to surround myself with team members of diverse backgrounds so I can be well balanced and aware of what I can't see. #UTEdChat
I've seen: non-verbal Ss talk w/keyboard @ 12 yrs old, Ss struggle to read then do YA novels in 3rd, Ss need calculator in class then score 95% w/o one. We must hold the door open for all. You never know when they'll walk in. #utedchat
A5: Deliberately and conscientiously integrate schools. Schools even a mile apart can be worlds from each other in terms of resources, access, and support. We're still trying for "separate but equal" in some ways. #utedchat
A6: I want modelling and classroom observation, real world applicable tools (skip the theory - I don’t have time during the school year) and a resource I can reach out to and expect meaningful follow up and support from. Someone who speaks from experience! #UTEdchat
A5: Start by asking students what they need. I was surprised by what they said. Often, they asked for things that I hadn't even considered but were an easy fix and made my classroom that much more open and accessible. #UTEdChat
Such power in seeking student voice! Empowering for them and enlightening for us. I can't think of any better way to understand student needs, so I use student surveys regularly. Good work! #UTEdchat
#utedchat A6: I think the most practical needs are in regards to ELL's in Utah. That is a demographic that is increasing by large numbers in our schools.
#utedchat
a6: I would like to all teachers and stake holders truly active in the IEP process. To often the IEP process is seen as the job of the spec ed T.
All stake holders need to active to ensure compliance and understanding of the student's needs.
A6: I would like consistent practices for identifying ELL students. I think direct training, mentoring, and a few years of follow-up would be needed to build a culture that's responsive to their needs. #utedchat
A6: I remember talking in my focus group about the #edcampUT model and how helpful I could see it for teachers' PD. Like @covili said earlier, experience is probably the best teacher and teachers have wealth of experience to share with each other. #UTEdChat
This is incredibly, painfully true. District and state #uted#Autpol leaders have a duty, a moral obligation, to ensure students are getting what they need. That usually means more targeted resources in high needs areas, but that is often not what happens. #UTEdchat
A4: In my role, I help districts & schools effectively implement #BlendedLearning and #personalizedlearning: students learning to read at a pace that is tailored to their needs. Equitable access means all students have access to this personalized experience. #utedchat
A6 - I think we should have professional learning opportunities to determine our own biases and how to set them aside to help our students. We also need instruction on how to address the different needs of our students so all can be successful. #UTEdChat
A7: I have always throughout my education career tried my best not to give homework because it always favors students with more positive home lives. #UTedChat
True! All too often the regular ed teachers role seems to be "identify all the strategies that DON'T work and then hand the case over to SpEd." Not a helpful model. #utedchat
#utedchat A7: I shouldn't say this probably but I don't assign much homework at all. I try to do all things in class and make sure all my students know how to access the things they need to complete the tasks at hand.
You did mention the #edcampUT and I look forward to trying it out someday soon! I'm not brave enough to suggest it as a PD model in my school without doing it myself first... #UTEdchat
I think we've proven to ourselves for about 100 years that it's not going to happen. Maybe stop putting all the highest needs kids together in the same school? #utedchat
Native language instruction could be (and should be) a powerful tool in our language immersion programs - a win-win for all students. Difficult to replicate statewide. How else could we do this? #UTEdchat
If we believe that ALL students can learn at high levels than why are we closing achievement gaps?
Wouldn't it be more meaningful to analyze what they can or can't access? And how we can close those gaps? #UtEdChat
But, geography. And bussing. When these high needs groups cluster, do we break up the community to spread the challenges or do we see the rich funds of knowledge they bring as something to capitalize on? With appropriate targeted support... Which costs $$... #UTEdchat
A7 - I definitely consider technology when assigning work that may need to be completed at home. Will all my students have access to the necessary technology? I try to give students time in class with access to computers, but sometimes there just isn't enough time. #UTEdChat
#utedchat A4: Incredibly important. Teachers are ultimately in control of their classroom and how to deal with these issues. Support is great, policies and curriculum are great but we, as teachers, are the No. 1 factor on this!
A7: I have to consider it all the time. Can I assign homework on Canvas? Do they have internet access at home? Can I assign reading homework? Do they have a copy of the book to take home? All these things we have to consider. #UTEdChat
Thank you for bringing homework into our conversation on #equity! If I am 7 years old and am responsible for my two younger siblings—I am far more worried about finding something to eat than I am about my homework. #utedchat
A7: I have always throughout my education career tried my best not to give homework because it always favors students with more positive home lives. #UTedChat
Please invite your friends to the Utah NAME Conference! It will be amazing!
March 2, 2019 @UVU
For all educators and social equity leaders!
Keynote: @DrKeffrelynB
Visit https://t.co/GDIAYoVkyb for Registration information! Please RT to our friends in Education. #UTedChat
A6: We believe the days of stand-and-deliver PD are numbered & that teachers should have the autonomy to create the lessons kids need.
So we built curio to help teachers learn from the best in the profession. Sign-up & #TeachLikeARebelhttps://t.co/x22lioknIg#UTedchat
A7: Materials available in person or online. I’m available during, before and after school. Students are free to use translation tools and apps. I try to get readings and support skills in student ZPDs. It’s a challenge when the range of ability is incredibly wide. #UTEdchat
I weigh comprehension of lesson when assigning homework. Ss know they won't all get the same work. It works because we've all bought in to full inclusion. Compassion is the cornerstone. I think any class could work to establish this. It takes work though. #utedchat
A8: I think the reason for the discrepancy is that teachers are aware of the distance between home and school but often time they don't always consider that even though it is the same lesson/classroom/teacher, there is still equity issues. #UTEdChat
I will be presenting with a @chepitaclark and Kandee Rae Lumpkins about how to collaborate as a teacher, counselor and administrator team in identifying and bridging access gaps for our students! #UTEdChat
A7 part 2: I’ve all but given up on HW in core classes, sad to say. It destroyed grades for little benefit and generally doesn't get done - for a lot of reasons. Now with the district push for HW to be ungraded extra practice, we're seeing less completion. #UTEdchat
Thank you for bringing homework into our conversation on #equity! If I am 7 years old and am responsible for my two younger siblings—I am far more worried about finding something to eat than I am about my homework. #utedchat
A7: I have always throughout my education career tried my best not to give homework because it always favors students with more positive home lives. #UTedChat
A7: Schools that foster participation by parents, and help parents to support their children in their school work tend to have better outcomes than those that rely on HW to boost student achievement. #utedchat
According to the survey 53% of teachers surveyed intentionally consider equity issues in homework, but only 48% consider it for classwork.
Q8 Why do you think there is a discrepancy in this?
#utedchat
Some of my Ss spend all afternoon(s) in therapy. The last thing they need is homework. I'm clear about this at Back to School Night. I tell them my answer to homework or no homework is 'Yes". It depends. Communicate with me. We'll work it out. #utedchat
A7: I have several students without internet access and without much support at home. I try to think through the challenges these students will face before making any assignments. #UTEdChat
I think this is fine. There is this overemphasis on the "importance" of HW but in reality it rarely accomplishes any positive contribution to student learning or S/T relationships. #UTEdChat
A8 - In my classroom, I can control the access to novels, technology, and teacher. I can't control that for students at home, so I have to think more about it. #UTEdChat
A7: Am I allowed to say, I stopped giving homework? Or does saying this publicly mean I have to turn in my official expo markers and leave in disgrace?.... #AskingForAFriend#UTedChat
A8: Perhaps it comes down to understanding what homework can and can't accomplish in learning. Is it meeting your instructional need? Or is it assigned pro forma? If you know the instructional goal, you can find multiple ways to achieve that end. #utedchat
Late to the party #UTedChat but I’m Mili, 7th grade STEM Lab teacher in Hawaii! I like that equity graphic posted by @CurioLearning but I would also make sure we’re honest about the reality first.
A8: The discrepancy is probably because the teacher is present during classwork and can provide in person support. This is absent when students are working on HW, so considerations become more immediate to the student's ability to learn. #UTEdchat
A6: As an educator of color and woman in Utah I felt lost a few years ago! I found that creating a PLN on equity & social justice issues was a saving grace. See some of the folks I follow below! #UTEdChat
#utedchat: A8: I think for the most part I, as a teacher, have better control of things in the class vs. at home in regards to access to technology, sheltered strategies, tools to succeeds, aides in the classroom etc.
A8: Perhaps it comes down to understanding what homework can and can't accomplish in learning. Is it meeting your instructional need? Or is it assigned pro forma? If you know the instructional goal, you can find multiple ways to achieve that end. #utedchat
#UTEdChat
Yes.
I do find it sad that our answer to the student debt crisis is to avoid college and take prep programs.
But graduating with a marketable skill really helps keep doors open and lead a successful life.
I think a lot of us have given up on HW. It pains me though - it decreases learning opportunities and reinforcing practice for our students. I think that short changes them, but it is what it is. #UTEdchat
A8: I think this goes back to class size. You can't take time to address the needs of specific students when you have 35-50 students in per class. #UTEdChat
A8: Perhaps it comes down to understanding what homework can and can't accomplish in learning. Is it meeting your instructional need? Or is it assigned pro forma? If you know the instructional goal, you can find multiple ways to achieve that end. #utedchat
A6: As an educator of color and woman in Utah I felt lost a few years ago! I found that creating a PLN on equity & social justice issues was a saving grace. See some of the folks I follow below! #UTEdChat
Class size is paramount to all of it. Class size makes relationships more difficult when there are 30+, really even 25+
It makes it hard to differentiate, to correct, to meet with, provide feedback, test........
A5: Treat children as if they were your own. Be positive, kind, and see the potential they have. Celebrate the positive! Remember that practice means progress and that progress should also be CELEBRATED! #UTEdChat
