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Equity for Students in a Virtual Learning Environment: It’s not Easy but Essential
As educators strive to transition from traditional to virtual learning, providing equity for students can be difficult. Leaders and teachers are held to high accountability standards when planning and providing services. Since the onset of the pandemic and virtual learning, compliance is a greater challenge as leaders and teachers consider plans of continued support for all student populations. As multi-year participants of the National Title I conference, Dr. Ferebee and Dr. Flowers took steps to ensure there was no lapse in instruction. Participants will engage in conversations about the decision making process used to identify best practices and data analysis and research. Using a roundtable discussion, we will focus on the following questions: Who is accountable for what? How do educators continue to provide supports and services? Which students require blended learning versus a fully virtual environment? Processes for collecting data to make adjustments?
This talk was presented at:
2021 National ESEA Conference
February 2021 in Cyberspace
For more information:
Camilla Ferebee

Dr. Camilla C. Ferebee has over two decades of experience in public education. During her tenure, she has served as a mathematics, science, and special education teacher. She has also served in the following leadership capacities: special education department chair, middle and high school assistant principal, elementary and middle school principal. Dr. Ferebee leads with integrity, compassion, and empathy. She is outcome driven.

Angela Flowers

Dr. Flowers has over two decades of experience working in urban Title I schools with a successful rate addressing systems and processes for school turnaround. She has served in leadership roles ranging from teacher team leader, School Improvement Chair, special education LEA, and building administrator.