Teachers, groups want more say in how it’s used

In a letter to the state education department, six groups asked that Bridgeport’s application be considered incomplete until they consult families, teachers and education groups.

BRIDGEPORT — Teachers have front-row seats to students’ needs and the experience to recognize and respond to them. But they and their allies say their input did not carry enough weight in discussions about federal pandemic-relief dollars.

All families, educators and district partners in Bridgeport had the opportunity to share priorities both in person and online. But sparse participation in two summer forums and survey responses left many wondering if their thoughts and experiences affected plans for those funds.

Some went so far as to call on the state to return Bridgeport’s application for federal grants. Others hope their voices will be included in future discussions about allocations.

“The people who know what’s best for kids are teachers and kids themselves,” said Bria Parkman McCullough, an English teacher at Central High School in Bridgeport. They need to be “included in those conversations,” she said.

District applications for the latest round of Elementary and Secondary Emergency Relief funds, part of the American Rescue Plan, were due to the state last month. Bridgeport’s submission was still under review Friday morning.

Plans for that money — about $100.3 million for the Park City’s schools — will be revisited every six months, according to Superintendent Michael Testani. He said a survey, which went out earlier this summer for community input, will reopen for several weeks before the next period begins, and the district is looking at holding public, in-person forums again.

“Would we have liked to get more?” he said of the input. “Sure, but I think we got about 400 responses at last check.”

Still, a coalition of local organizations wanted to get involved sooner. In a letter to the state education department, six groups asked that Bridgeport’s application be considered incomplete until they consult families, teachers and education groups.

“We, the undersigned community organizations, urge the Connecticut State Department of Education to consider Bridgeport Public Schools’ submitted application for ESSER funding as incomplete because it does not meet standards and requirements set by state and federal mandate to include authentic and meaningful parent and community engagement,” they wrote.

The letter was signed by FaithActs for Education, Bridgeport Generation Now, Bridgeport Volunteer Association, RACCE: Radical Advocates for Cross-Cultural Education, Rise to Read Bridgeport and the Greater Bridgeport Branch NAACP.

State officials did not immediately respond to a request for confirmation that they had received the letter. It is not clear what effect the letter will have.

“The community is in the dark for a plan that one of the mandates is to correct community needs and incorporate community input,” Francis Nuñez, a community organizer with FaithActs, said. “And that is clearly not happening.”

Testani, the superintendent, said he received a list of priorities from FaithActs, which connected with more than 160 individuals about their ideas for how the funds should be spent.

“Many of the things they say here are definitely what we’re doing,” he said.

Testani cited some uses of the funds, including hiring more than 40 new teachers, investing in a parent-teacher communication platform, hiring paraprofessionals and adding staff to support student well-being.

He also noted the limitations of the dollar amount, and the need to prioritize some considerations over others.

“We want to try to incorporate ventilation and HVAC,” he said. “That’s big money. We’re looking at putting AC in two schools right now.”

Updated HVAC systems were among the top recommendations FaithActs cited.

But from the front lines, teacher perspectives could be more central to plans going forward.

“It’s good to look at history, it’s good to look at data, but we also need those voices that know what’s going on inside the classroom,” said Parkman-McCullough, the English teacher.

Parkman-McCullough made some suggestions, including updated curriculum and other studentcentered initiatives. She also suggested incentives to attract and retain staff, and ways to support students without burning out teachers.

“I remember last year coming home after a day of teaching kids online and in the classroom at the same time, and just wanting to sleep and disconnect,” she said. “We should look into partnering with outside agencies that can provide these services, because teachers are tired.”

Sheree Baldwin-Muhammad, a kindergarten teacher at Bridgeport charter school New Beginnings — which is not operated by Bridgeport Public Schools — said relief funds should go toward pressing issues like ventilation, technology and student academic and social-emotional support.

She also wanted to see investment in teacher wellbeing, too.

Baldwin-Muhammad said she’s heard the sentiment: “There’s already been a decision made, so what’s the point?” But she encouraged educators to think more strategically about how to allocate funds, and what has to be changed.

“My No. 1 concern right now is the way that money is going to be spent, and making sure it’s spent in a way that’s going to help our students,” added Parkman McCullough.