On the fourth floor of a big building overlooking West 25th Street in Cleveland, a small group of young children sit beneath a ribbon of international flags – masks on, headphones in, spaced about six feet apart – in front of computers.
Save for the occasional murmuring of English and Spanish as staffers check on the students, it’s blissfully quiet and calm.
This “learning pod” at the Cleveland nonprofit Esperanza, Inc. is fulfilling an important need for a small number of Hispanic Cleveland Metropolitan School District students during the pandemic: A safe place, with reliable Internet, and staff poised to help at a moment’s notice (in English or Spanish).
Victor Ruiz, executive director of Esperanza, said the learning pod – which has room for 25 or so students – is an essential way to help English-language-learning students who otherwise would be left behind during the pandemic.
“We’re hearing of kids just not showing up to (virtual) school,” Ruiz said.
The calm environment and the ready aid from Esperanza staffers has helped seventh-grader Efraniel Rivera, and her younger brother Dialeyshka get caught up on some of their work. It was a little hectic trying to learn at their small near west side Cleveland apartment, with their four-year-old brother, their mother and their uncle all staying under one roof, Efraniel said.
“It was hard to hear what the teacher was saying,” she said.
The learning pod at Esperanza is one of 24 locations in Cleveland – funded by the Cleveland Foundation and United Way of Cleveland – where almost 800 CMSD students go on a daily basis to do their virtual-only classwork. These students are the ones who are struggling the most with online-only work: homeless students, poor students and English-language learners.
Importantly, Esperanza is also one of only two such pods that focus on helping to ensure that English learners do not fall behind on their education.
Editor’s note: Reporter Conor Morris’ salary is partially funded by the Cleveland Foundation.
Online learning during the pandemic has been difficult for the most vulnerable populations of students in the U.S. – especially poor students of color and those learning English. A recent study from the Migration Policy Institute – a Washington, D.C.-based think tank for liberal immigration policy – found that back in spring 2020 when school districts first closed their doors, many English learners (commonly referred to as English as a Second Language students) either weren’t logging in, or couldn’t.
In Chicago, slightly more than half of English learners were logging in at least three days per week, while at Los Angeles Unified School District, less than half of English learners participated in remote instruction, 20 percent lower than their native-English-speaking peers. At CMSD, meanwhile, the average daily log-in rate during fall 2020 was close to 64 percent.
Senaida Perez, a family engagement and student support coordinator for CMSD, said that many English learners are falling behind because their caregivers (usually parents and grandparents) often can’t provide the help they normally get in the classroom. Either those caregivers are working, and thus aren’t present when their students run into trouble with the online learning software, or they simply don’t have the knowledge to help them. Many parents and grandparents of English learners have limited English proficiency themselves. Some also don’t know much about computers or the Internet, Perez said.
“As soon as there’s a glitch, they (parents) don’t know what to do, and they just let it go,” she said. “So then the kids get behind.”
Esperanza does have adult literacy and digital literacy programs that can help those caregivers, but, again, they only have so much space for those classes.
Melissa Lazarin, the co-author of the Migration Policy Institute paper, said many school districts are trying to figure out how best to prevent English learners from falling further behind during remote-only learning. But there’s no clear single solution, Lazarin said.
The main barriers, though, are clear, according to the paper: Many immigrant families don’t have access to decent Internet; parents have limited capacity to help their children at home, and there’s a lack of resources and training for teachers to improve the remote learning experience of English learners.
Students aren’t logging in, are missing assignments
The CMSD learning pods aren’t the only such support available in the Greater Cleveland area.
Recognizing some of the challenges students faced with online learning, the Boys and Girls Clubs of Northeast Ohio pivoted in August 2020 to run 18 different “ClubSmart Centers” in the region. These are physical locations where children can come during the school day to be supervised, very similar to the CMSD learning pods, but are open to any students.
Two of those centers – at the Riverview Welcome Center and the City Life Center in Cleveland – serve a majority Spanish-speaking population, said Boys and Girls Clubs of NEO spokesperson Amy Skolnik.
Alex Rivera, club director at the Riverview site, said the learning center has been a boon for both caregivers and English learners alike.
The lack of in-person support – which these students would get when in a normal classroom – coupled with a learning portal that can be confusing to both caregivers and students adds up, Rivera said.
“We have seen some of our members come in with 100+ assignments that they haven’t done yet,” Rivera said.
With work and time, Rivera’s staff (all of whom speak Spanish) has been able to steadily catch those students back up, he said.
The CMSD learning pods are showing great promise too. According to an analysis conducted by United Way of Greater Cleveland, about 98 percent of parents of the children attending the learning pods agreed that the pods “truly helped during this time of virtual learning, with their students being able to get the support they need,” said Katie Connell, a United Way of Greater Cleveland spokesperson. Nancy Mendez, vice president of community impact at United Way, said the CMSD learning pods similarly saw a large number of students coming in with lots of assignments they hadn’t completed yet. Another important feature of both the learning pods and the ClubSmart Centers? Lunch for the students, many of whom are from families struggling financially, or are otherwise homeless.
Despite these early signs of success, Lazarin said there’s not much research yet to back up whether learning pods in general have helped English learners keep up with their peers during remote-only learning. Her paper does note that partnerships between schools and trusted community partners – like Esperanza and the Boys and Girls Clubs – are key in attempting to overcome barriers.
However, there’s only so much space for students at the learning pods because of the need for social distancing and limited funding. The Boys and Girls Clubs of Northeast Ohio is currently serving about 350-400 students through the ClubSmart centers on any given day, Skolnik said, and only a small fraction of those students are English learners. Similarly, only a small portion of the CMSD learning pods are devoted to English learners (CMSD has about 5,000 ELs total, 89 percent of whom are Spanish-speaking). Plus, both the CMSD learning pods and the ClubSmart centers are mostly geared toward students in grades K-8, the students who likely have the greatest need for help.
For the two sites that serve the Latino community, there are waiting lists for students to get into the learning pods, Mendez said. To get the initial wave of students into the pods, the learning pod operators like Esperanza were asked to reach out to students they knew might be in need, in combination with referrals from the school district and its family support specialists, Connell said.
It’s also not cheap to keep the learning pods going, which are spread across 24 different sites and need staffing for each. And that funding ends soon, with no commitment from CMSD or any other organization to keep them going.
It cost $1.22 million to run the CMSD learning pods from early September to winter break in December, and the latest extension – expanding their usage through Feb. 5 – will cost about $300,000. It could cost almost $1.7 million to extend the learning pods through the end of the school year, Connell said.
Despite the help from the learning pods, CMSD is still struggling with lagging attendance numbers, far worse than in normal years. The average daily login rate for students grades 3-12 stands at a distressing 63.9 percent (63.7 percent for English learning students), according to data provided by CMSD, which tracked login rates to the school district’s “Schoology” system from Sept. 3 to Dec. 11. There are a few caveats to the data: It doesn’t track whether students go back into the system later to complete assignments they may have missed and the data only represents log-ins, not individual students, so it’s not clear if it shows a population of students consistently not logging on.
But still, it’s a statistic that has raised alarm bells for advocates. The education news website The 74 Million reported that of CMSD’s 36,900 students, about 28,200 attend classes on a typical day.
While data provided by the school district doesn’t suggest much of a difference in absentee rates for English learners versus other students, it’s still concerning because, according to the Migration Policy Institute study, these students are typically 1.2 times less likely to be chronically absent from school.
What other help is available?
Jose Gonzalez, executive director of multilingual multicultural education at CMSD, said families of English learners at CMSD have plenty of things on their plate to deal with. Stewarding their children’s education is another added burden.
To help, the district has piloted several new measures, in addition to its normal support services. The District has put translated materials on how to access and operate its online learning portals on its website. There’s also a helpline available in multiple languages for parents struggling with the technology, plus an in-person option, where caregivers and their students can go to their school building or another location to talk to somebody in person, Gonzalez said.
The district also recently began sending refugee students who are struggling to a “learning lab” operated by The Refugee Response, a nonprofit in Cleveland. Those students are brought in (with transportation provided) for two hours after school each week to get intensive, in-person help from The Refugee Response’s staff. This is also an important resource because the limited number of learning pods that have bilingual staff are focusing on Spanish-speaking students, rather than other English learners.
Naila Paul, director of education at The Refugee Response, said the learning lab is starting small – just a few families per week – but it’s been helpful, especially since transportation to the lab is provided. She said many immigrant families don’t have a car, which can prevent them from bringing their kids to the learning pods. She said she thinks the lab has been helpful. Often, these students and their families are struggling to navigate CMSD’s learning portal.
“You look at the (online learning) portals for some of the kids… and it says ‘any overdue assignments.’ That list just keeps scrolling, it’s endless,” Paul said. “So, we looked at that and said, ‘let’s start with today.’”
Perez is also one of two CMSD family engagement coordinators who is just a phone call away when families run into trouble. She helps parents who are having trouble logging in, or with anything else, including avoiding eviction and feeding their families, said Perez.
Gonzalez noted that Cleveland has a “huge digital divide,” meaning people do not have access to reliable Internet and computers. That impacts immigrant families especially. Recognizing that, the school district and its partners have provided thousands of devices and wifi hotspots to families.
Back at Esperanza, Ivis Maldonado, youth program coordinator, said that while the support the learning pod provides to students does seem to be helping them get their schoolwork done, there’s a missing piece.
“It’s those social-emotional skills” that students are not developing while away from their peers in traditional in-person classroom settings, Maldonado said.
Zulayka Ruiz, director of programs at Esperanza, said the nonprofit brings in Cleveland State students once a week to mentor the students, which provides a little of that social-emotional experience. But it’s not the same as daily interactions with their fellow classmates.
Lazarin, of the Migration Policy Institute, said the best thing for these students would be to get them back into the classroom, as soon as can be done safely. The MPI paper suggests states and school districts prioritize English learners for hybrid or in-person instruction.
“These students need access to a language-rich environment and a lot of that can’t necessarily be accomplished online,” Lazarin said.
Want to sign your child up? While most of the learning pods are likely at capacity, you can check with the individual learning pod operators to see if they have room or a waitlist. See a list of operators at the bottom of this website: https://www.clevelandfoundation.org/news_items/learning-pods/.
This story is sponsored by the Northeast Ohio Solutions Journalism Collaborative, which is composed of 20-plus Northeast Ohio news outlets including The Land. Conor Morris is a corps member with Report for America. Claudia Longo, a writer with La Mega Nota, contributed to this story.
Keep our local journalism accessible to all
Reader support is crucial as we continue to shed light on underreported neighborhoods in Cleveland.
Will you become a monthly member to help us continue to produce news by, for, and with the community?