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Dear Tolland Board of Education,

We, Black alumni of Birch Grove Primary School, Parker Memorial School, Tolland Intermediate School, Tolland Middle School, Tolland High School, and the undersigned are writing to address the prevalence of systemic racism within Tolland Public Schools (TPS).

The weeks following the murders of several Black people by law enforcement throughout the United States, including Breonna Taylor, Ahmaud Arbery, and George Floyd, have reinforced the trauma that Black people are continually subject to across the nation, including Tolland.

While Superintendent Willett’s June 4th letter was highly appreciated, we still acknowledge that much needs to be done to combat anti-Blackness and prejudice within the town. We and other BIPOC students have routinely experienced instances of racism including marginalization, microaggressions, and silencing while in TPS. This expands to the classroom environment as curriculum limits the representation of people of color.

As of the 2019-2020 academic year, 2,354 students were in the Tolland school system (EdSight, 2020). Black students composed 59 of these students (EdSight, 2020). Of Tolland High School’s 797 students, 13 are Black, 45 are Hispanic/Latinx, 30 are Asian, and 702 are white (EdSight, 2020). (Mixed race and Indigenous students were listed as unreported for confidentiality measures.) As a result, there are approximately three Black students per high school grade level. Interracial and interethnic interactions and friendships are attributed to greater social competence, increased levels of empathy, and prejudice reduction (Pica-Smith & Poynton, 2014). Tolland poses limited opportunities for students of color to see themselves reflected and for white students to understand the shared humanity of people from different backgrounds.

While the acts of individual Tolland residents taking a stand against racial injustice are valued, we reaffirm that collective action is needed for substantial change. We are advocating for the following to be implemented beginning in the 2020-2021 academic year with full establishment by the 2021-2022 academic year:

1. Hire a Certified Diversity and Inclusion Consultant

a.  Hire a consultant to conduct a thorough analysis of the Tolland school system and to implement a research-supported plan of action on increasing inclusivity

b. Administer a confidential cultural climate survey to all high schoolers to provide a framework for students’ perceptions

2. Establish an Inclusive Curriculum

a. Expand the curriculum to reflect Black, Latinx, Asian, Indigenous, and LGBTQ+ history and influence within United States and global landscapes. These groups are relatable to every subject. For instance, in History, explore the Mali Empire during the 6th grade Ancient Civilizations unit and the international impact of colonization during the 9th grade World History class. Increase the utilization of textbooks and academic material from authors of color and other underrepresented groups. Examine current textbooks and literature for accurate historical representation.

b. Add sociological teachings to curriculum, including topics of implicit/explicit bias, disparities, structural racism, wealth distribution, mass incarceration, power, privilege, discrimination, and identity formation. Discuss and highlight how race, culture, and class interrelate to Tolland and the modern era.

c. Collaborate with area schools to increase diverse student interactions through race-focused programming

d. Utilize in-school affinity groups to address issues of race and intersectionality within the Tolland environment

e. Expand cultural inclusivity and academic support to decrease gaps in Performance Index scores among Black and Latinx students  

3. Provide Anti-Racism and Implicit Bias Training for Staff and Students

a. Collaborate with anti-racism professionals to provide quarterly staff training

b. Provide student discussions, lessons, and assemblies facilitated by trained race facilitators

4. Hire a Certified Equity, Diversity, and Inclusion Counselor

The involvement of teachers and counseling professionals in suburban schools has been linked to increased belonging and achievement among Black students (Chapman, 2014; Spencer, 1998).

a. Hire a counselor specialized in supporting students of underrepresented backgrounds (BIPOC, LGBTQ+, Muslim, Sikh, Jewish, low socioeconomic status, etc.) in terms of resource availability, positive identity formation, and post-high school planning

b. Work with school counseling to increase access to activities that pose a financial barrier to families such as sports, after school clubs, recreation workshops, and college entrance exam preparatory courses

5. Address the Use of Hate Speech and Discriminatory Actions

a. Use disciplinary action to stop the use of hate speech. Address the common use of the n-word, insults against religious and LGBTQ+ groups, and slurs within Tolland High School

b. Create a system to confidentially report and hold staff and students accountable for the use of discriminatory or demeaning actions

The prevalence of racism and other forms of discrimination is deep-rooted and must be addressed beyond pure speculation. We believe positive change for Tolland, Connecticut, and the nation is rooted in education and tangible action. These steps serve as a start and opportunity to improve the Tolland community and schools. With that said, fostering inclusivity is a lifelong process. The Tolland Public Schools’ motto states, “excellence is achieved through each individual’s success”. We cannot claim excellence until we create the conditions for success for all students.

Sincerely,

The Two Percent

Sources

EdSight. (2020). Tolland School District. Retrieved from http://edsight.ct.gov

Pica-Smith, C., & Poynton, T. A. (2014). Supporting Interethnic and Interracial Friendships among Youth to Reduce Prejudice and Racism in Schools: The Role of the School Counselor. Professional School Counseling. https://doi.org/10.1177/2156759X0001800115

Spencer, M. (1998). Reducing Racism in Schools: Moving Beyond Rhetoric. Children & Schools, 20(1) 25–36. https://doi.org/10.1093/cs/20.1.25

Chapman, T, K. (2014). Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools. The Journal of Negro Education, 83(3), 311-326. doi:10.7709/jnegroeducation.83.3.0311

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Use this draft to email the Tolland Board of Education in support of this petition:

Dear Tolland Board of Education,

I am writing as a [student, alumna, teacher, parent, community member] or [on behalf of the Black students in Tolland]. I, respectfully, ask for your support in implementing the following action items in support of equity, diversity, and inclusion in Tolland Public Schools. (a) hire a diversity and inclusion consultant, (b) create an inclusive curriculum, (c) provide anti-racism training for staff and students, (d) hire a diversity counselor, (e) address the use of hate speech and discriminatory actions.

Addressing ingrained racial inequities in Tolland is paramount in creating a welcoming learning environment and a just society. Thank you in advance for your work and transparency in creating this needed change.  

Sincerely,

[Name]

Board of Education Contact Form​

Email TPS Superintendent: Dr. Willett