subject: sheff the me f co deran a qi n harr, contu. · gen stas § 10-184. the t et s on bo s i...

Subject: sheff

Where do we go from here?The me f c o

de r a n a q i n Har r , Con t u .

Pho di : Bre g B.R.E.A.D.

Table of ContentsI. Wha t to f eg on H t o d? 3

• A His y Se r i n 4• A Cas Con t u 9• The 11• The I c 12

I . Wh c o n e r o ? 13• Im ov Ac e c O om 14• Bu l g Co n & Cap y 15• Sta n r So Jus 16

I . Wha ’s a p g o ? 17IV. Whe we r er ? 21V. How I b a t il g eg on? 27

2


Wha t to of g a n?

Ar C ed : Bre g B.R.E.A.D

4A History of Segregation: Jim Crow Laws

Wha r Ji w ?● The w a s a n n e r se g i s aw h ig ed h

1860s i v a S t e n M d e t s es.

● Jim l in d a r e r e , co n ta s at l se te h Bla c ni f t hi m u t .

● The n i w o t Bla c en se te, se d s a d ep y t e p si , ra t i l r ur r la y.

● The k mu y fo d u s ol , ho t , an h ub s ic h we pa an qu . Ad i na y, t e w gi ze r al g a v il g Bla p e w t o ga t re on.

● Whi n No t n te d ha J ro w , t e h he f al s o po es t en al s at B c a d t e l . For p e, in s at , lo g e n t ul t i t on y aw h on se g e B c d it s u n .

L Ar iv

5A History of Segregation: Schools

● Seg ti d o j h en t e w J m o l . ● Al a n he t , s u n f o r m a y f e t k un w or t

at d re d ho t o g f e n w , po es, an r ce .

● Fro h 1860s ro 1960s, Bla s n we p i s at un a s l a n t e n y ro J m o w d e l g po es.

● Whi me t e p t na s e c s “Whi ” an “Col ” s o l , ot s at di r s at t de s lo s at f o w s u n n eq e t t at d ho t e d ri .

● Man t e d r s i s l e s da .

Asi ri St e t In e 1930s a 1940s, ma s s se g e E s an d s om t s u n . The s e j fi t ha f t e y ab he ti al an f e As om t .

Nat A er Stu t In e 17t - 18t en es N e Am an c i d w e r l em f o t fa es an n “In i R si t a S h .” Stu t we us d o c cu h a r ab n e r ba n a n ul .

Lat St e tLat n i m n tu t re ra in f e n c o s ta t to ma la n e d a d i s. In 1947, t e M d . Wes n r a n Ca r i c a l d es c i s u c t u na .

Pho di : Smi s a M g i

Pho di : M ep . Ar iv d Hi r Pho di : Fro r Fo s

Pho di : N

6A History of Segregation: Redlining Connecticut Neighborhoods

1940s - 1950s● Fed , s a , an c a h i s i n o l b i m f e p c o n

de p e t r B k e l i r as n H fo . ● Tho me or e b pu c u n r it o l ew .● The r en v e p or g o s hi op h o d e t o

Har r d i l -w i s u b . ● Bla r L i x le lo d u t e s ub s ‘re n ’. ● The r en f e t k o l a f op co b i g h u r .

Thi p i t N t e t H fo w “re n ”. A re n e t o m y es d a “fo h re ” of k. “Fo r d e ” co n i w e b e “ha d u ” du he b of B k, Lat , or g a t de s.The r en l ot k e l in“ha d u ” co n i . Thi d i r f i l ow r t i “re n ” co n i . It a n y im s e f B c a d L x e d s i d ed m i s o t o l a .

Pho di : Rec s he F al H o n Bo r , Nat a Ar iv I , Col Par , Mar n

7

1909● Con t u s e l ha

re ed c d e t en s o l t i t s ic w i h y id . Con t u Gen Sta s § 10-184.

● The t e t s on bo s i n u d ed .

1941● Con t u s e n er t se h

bo r s o l t i t l e w to b ar . Con t u G n a Sta s § 10-240.

● Ke p t e l me t t e d ed bo ri t e C y Ha t d it s o l t i t al t sa .

1990s ● 91% of d s i H t d e Bl or L x. The r we mo l -w i . ● Stu t re ir at d ho n e r t i t. Dis c w e qu y de .

A History of Segregation: Redlining Connecticut School Districts

Pho di : Rec s he F al H o n Bo r , Nat a Ar iv I , Col Par , Mar n

8A history of Segregation:Brown v. Board of Education● In 1954 t e S r e C t u d Bro v. Bo r Edu on t a r a l g at

s o l ol t e C s ut ec e “se te” is “in n y u al.” ● In e r e d e l ho , t e s o q a r ti t e w he s ut .● Soc ci s co c ex me s er l en g e t c o s e s n l

of f e t s. Bla c d be ed t Bla d s e n i r he t o l .● The re on s i n o n s a d n e s re ce s ’t e h. The

Co r w pu c u t o pa f el g i z hi , w i h ir h re l ra t e p e t le f e c he .

●

1954

NA L Ar iv NA L Ar iv

9

In 1989...Thi y s a , se t e b s o l de s an h am e f She v. O’Ne l , a l it ag t e St o C n ti , ar g at B k an L n tu t Har r b i s l er be d i n e ti u l ha t i w co r a t s u b c o d r s u se g i n e n i d ri be n Har r c o s t o n e n y u r .

Pho di : N imPho di : She li

A Case for Connecticut: Sheff v. O’Neill

Pho di : W P

Pho di : AP Pho /Pat a Mc l

10A Case for Connecticut: Sheff v. O’Neill1989

1996

1997

2003

2016

2018

Eli t Ho t S f a d r a n s e G no O’Ne l r se te ne ed i n we H t o d t ub s.

She w ! Con t u S p e C r ru s a t a n u du on ag t e s co t i n. The ’s u t on b e - ho f i .

Leg tu s e t e p s u n:1) A fi -ye ke of s ol t t2) An e n o f a y il d e ti(3) The ti a v ta m t a t a s p ra n e r he h

The e R p e n iv te 87-60 to r e ut-of-co se l t i h S f . O’Ne l se, w i h l e p s e g ne t at g e s l i H r r .

Fro 2003 un 2016, t e S f me op ed s a t se of p a n et t e S f r i . Tod , t e S f re es re t i s fi t g e s.

As o 2017-2018 s o l a , a t of 18,963 s u n t e d ov 40 ma t h o m ed t e C to R on E ti Co n (C E ), t e H t d ho s ic , se l o h su b is c , an m o t e p a r . Ano r 2,300 s u n p ic e n O Cho a d n 140 pu c te n s o l 27 di r di r s.

Thi r s i d e t l o Sh .

Pho di : AP Pho /Pat a Mc l

11

Mag Sc o sTod , as t he S f ed , t e S t a c ed 40 hi -qu y, in r e s l i Har r d e s b . Sc o s lo d i H t d a s un g to s s e lied i n he . Bot t d an b an de s n at d se h to h , ma g t e m iv , p o d an im v , d am uc o f l.

The A l i nStu t s i g te Op C ic ma t h o c l e ap c i . An a l i n ce c de m f or , in d s u n ’ ho d e s, s o l fe c , an b g ac t o t in h o p a m .

Ope C ceThe f ed s am al ex d he O Ch i P g a , w i h w Ha t ds u n t a n bu n no -ma t h o n bu n s u n t a n H t o d -ma t h o .

The Story of Integration in Hartford:The Plan


She v. O'Ne l es ...● ...us ra an l a t ac

in m et h o Op C ic ap c i p es . The s t de m e p me c de m fa r , in d ad s , w e h si n l e y en g s o l , an r .

● ….ta ne y om l c o s. Mag s ol fu d m o c t a x fo v e p c ho p o r . Tha s S f . O'Ne l , bi n o d i n ol s e b s e t uc o n Har r gi t a w no v e t o h se.

● ...de n id tu t ca o r . In e r o s d s o m t ho he t e s ha h h o r i in r e . Bla n L in t t f o H r r a m e k to iv p a m s.

12

She v. O'Ne l es...● ...jo t e t g er s in

ra , c a s, an g a h : Abo 19,000 s u n f o H r r a d su n i g r at d e 40 ma t h o n Har r gi .

● ...c e op t i s o H r r a d su b tu t at d hi -qu y, aw -wi n c o s h s e li t es, in d t e t , en er , ma , an r .

● ...re t e g ic ac em /op t i y b e n Bla n L in t t a d t s u n n Co c ut.

● ...p o d o r it or H f s u n t a n s ic c o s su n i g n h o h O Cho an c e s .

The Story of Integration in Hartford: The Impact


Wh s o l

in r i ?


14Why Integration?: Improving Academic Outcomes

It in w e ne qu a n op t i y n t e p o m e on ce.

Ex o r o f en ba g d an im v o n e n p o l l i g l .

In e r o h be h to re t e ac em g ac s e t .


In e r o c il s i l ha l t e t be r ig ut op t i s i g o l ec y.

15Why Integration? Building Community & Capacity

One h u r e f of r e l r o s t a s n le h o wo c s i f ce h mo pa y.

We r e t to h ha

ar a t.

Pho di : She li

Kid d o le t e t

e c he eq y!

It a w u t t be s i m e t e l es t ex w in co r

Pho di : Lis 2Par s

16Why Integration? Standing for Social justice

Rac y i r la r he t t e qu e n du r ul bi t a r t om uc o s te l u n s e c is .

Pho di : She li

17

Wha ’s ha n no ?


18What’s happening now?:Still Fighting for Sheff

● In e n i g S f ig o , p a t s o t e ad te t a t s a m li t p on n c o s in se n er at so t e y d w o p e is t e t a n Ope C ce h .

● The f in f d a y re pu n r i r e te r i r y, g e r e y i c to at a op t i s wi n h o , an c a d es n Har r ig r o s l .

● Fin y, t e S f l i f n aw s e fi t ga t t e f s o h P i c L a n a n o re r a Har r c o s he Rob n . Wen l w u .


19

In e s Op o t y● Bec e g s o l e s ul , t e re y e s n w o

ap y o t t a t ar a b e t ! ● Ad i na y, be e f a k eq e n g o t e d d o

ma t h o f t S at Co n cu , so c o s t o te t e f ca ti .

● An i r e f in r ne c s, an h at o m ag s o l , wo h to su h a l d s o w t a n hi -qu y, in r e s l a le so.

What’s happening now?

Pho di : Lis 2Par s

Ex a d Ac e s● Bla n L in t t ro

Har r e m ik t e ad t o m et h a d le l y o m i t wa s .

● For 2017-2018 s o l-ye , t e w e r 10,000 s u n w o m i n e w is r ma t h o . Of os , ap x a l 5,200 we h e an A n ud s om su b ; 3,600 we B c a d Lat s en f o H r r .

● The n or h er qu y e ti in r e s o l g a s v ha t e s ol h be n e an p at y e s .

20What’s happening now?: Robinson v. Wentzell

The Rob n . Wen l a f al s i h ul d or t eg Har r -ar ho . The ic L o n i n—a c r a v Ca r i w fi —to t e s . The g e t Har r t e y c in ba n ra . Thi n ru . The t do t u in du ’s a s a t . In e d, t e t y o s s e r a d ra c ne b o d . The “re d is i n n a d” is a r at St e s o k a h i l e p a ma t h o t he t ha p ed, an m a w e h h a n s o l e n ra . Har r t e t n a l v a h ik o d et g in g e s l ha t t ro h ur .

The If Ha f w e ba n She r i s, Har r c o s u d i be hi l eg te , as y e b e t S f ec o . Not y e t go i s he c in l o Br v. Bo r Edu on, bu t a re ed s o n t i l n e r s o l ad t e d a na co fo t t .

The n eRec zi t p i t o Rob n wo h e She , L re s ed n i f w o t en Rob n. The k he ra r o d s he l u t be e t S f it i n ti n i g.

21

Whe we go m e?


22Where do we go from here?:Enrollment?

We n o c nu u g f or te d an s u s, so n ov or es ur ma t h o . So t ve c d t e op t i y te n c o f e r os n t a s l i l g er m .

Pho di : She li & Bre g B.R.E.A.D.

23Where do we go from here?Resources

Man t t o n ve sa so s o p u t e sa h s a t t i be r de c s o w . Thi r l i p s u r i g o t es.

I ha ti , be f Har r , t a ... t a [in du ] s u n d ’t a t e m e r e … we to ma re t e y as eq o p ni .


24Where do we go from here?Teacher representation

We n a v e t in t an m i t on t le s t e v e b g u d ur

s u n n om ti .


25Where do we go from here?Relationships

Hav di s ed i n a s t we n i v e.

Bi s as mi n ti , an v di s e t o h n e c s o c l c a l t o m on t o .

We n o s me g t a t is le c o ex c ac i s a s u ki n ir h .

Pho di : Lis 2Par s

26

We n o d s if n e n di p e r be n it de s an t t o c t a r t i h s o l-to-p i n el a d l e t a t o d ip wi r ra ju c ac s at d o m y.”

Where do we go from here?Restorative Justice


27How can I be part of building School Integration in Hartford?

Fil t i f t e co c !h p://bi .l /w e d e h fo

To s wi s u n of Bre g B.R.E.A.D., em : a b e n re @g a .co

To s wi pa t of Lis 2Par s● Vis : w .li n2pa t .or (Liv 3/18!)● Ema : Ke l i.Hug @Lis 2Par s.or

http://bit.ly/wheredowegohartford

mailto:[email protected]

http://www.listen2parents.org

mailto:[email protected]

The te s e c a d Sar is fo L wi c r u n ro t t , te r , pa t , an co n le s om B in B.R.E.A.D., C E Aca y Ae s e n E gi in , Har r P li Hig ho , Gre h A a m , Suf d Hi c o , t e C E Par S na , Nor v i h S o l, Ren l A a m , Lis 2Par s, t e NA of G er Har r , an h S f o n Co ti .

subject: sheff the me f co deran a qi n harr, contu. · gen stas § 10-184. the t et s on bo s i...

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