a plan emerges

94 struggling schools will get extra support, but could still face closure

PHOTO: Twitter/NYC Mayor's Office
When Mayor Bill de Blasio unveiled the Renewal program in November 2014, he said the city would "move heaven and earth" to help the struggling schools improve. (Photo: Twitter/NYC Mayor's Office)

Faced with rising calls for a strategy to rescue the city’s struggling schools, Mayor Bill de Blasio announced a $150 million plan on Monday to flood more than 90 of the city’s lowest-ranked schools with supports for students and staffers.

But in an effort to preempt critics who have accused his administration of giving failing schools a pass, de Blasio made clear that these 94 schools will face consequences if they do not meet certain targets. Even as he rebuked the previous administration for “casually” shuttering schools that were never given adequate assistance, de Balsio said the city will “close any schools that don’t measure up” after three years of intensive support.

“We will move heaven and earth to help them succeed,” de Blasio said during a speech Monday morning in an East Harlem high school, “but we will not wait forever.”

The new plan, dubbed “School Renewal,” turns the city into perhaps the nation’s most prominent test case of the theory that school improvement must extend beyond the classroom. Following the so-called community schools model, the city will bring physical and mental health practitioners, guidance counselors, adult literacy teachers, and a host of other service providers into these schools. They will also add an extra hour of tutoring to the school day and receive money for new after-school seats, summer programs, and more additional teacher training.

The plan also highlights de Blasio’s sharp departure from former Mayor Michael Bloomberg’s reliance on competition and consequences to spur school improvement.

De Blasio allies who had opposed his predecessor’s approach embraced the new tact. Some 70 lawmakers, union and business leaders, and advocates offered their endorsements of the plan in a release sent out by City Hall on Monday.

But critics of the administration pounced on the plan, attacking it as limited and weak. They noted that it leaves out many low-performing schools, it does not specify the exact targets schools must meet, and puts off the most serious sanctions for several years.

“The mayor’s plan is too small, too slow, and too timid,” said Jeremiah Kittredge, CEO of Families for Excellent Schools, a pro-charter school advocacy group that has been critical of de Blasio’s education policies.

State education department officials apparently shared some of those concerns: A spokesman said Monday that Commissioner John King may force the city to “take additional actions in these schools” next year if he decides they are not making enough progress.

“There are times when struggling schools need significant structural change in order for meaningful progress to occur,” said the spokesman, Dennis Tompkins.

Chancellor Carmen Fariña forcefully defended the plan and the administration’s shift towards collaboration and support, telling reporters Monday that if her predecessors’ more aggressive approach had worked, “I wouldn’t be sitting here now talking about how we’re going to turn the schools around.”

“We want to prove the skeptics wrong,” she added.

Click for more information on the Renewal Schools

The announcement comes 10 months into de Blasio’s term and well into the school year, after educators and advocates have for months urged the city to outline a clear plan for the city’s many low-performing schools. Some educators have said the delay will make it harder to enact major changes this year, and the principal of one long-struggling school who recently resigned said he had lost faith in the city to help his school.

The city was required to submit improvement plans to the state for roughly 250 low-ranked schools this summer, but officials asked for a months-long extension to file final versions. The state gave the city until this Friday to turn them in. However, over the weekend, the city asked for another extension through the end of the year, which the state is currently considering, according to Tompkins.

Even as officials finalize those plans, the city will start to enact parts of the new turnaround program, de Blasio said. Fariña is currently evaluating the principals of the targeted schools, and their teachers will soon get new training. The schools will be sent new guidance counselors this spring, he added.

Other key components will launch later. For example, the schools will not offer the extra support services for students and their families until next year, when they will be sent teams of seasoned principals and teachers to act as coaches.

As the program rolls out over time, schools will be expected to meet certain goals. The only requirement this year is for schools to create individual improvement plans by the spring. Next year, they must hit various targets, including higher attendance, and by 2017 they must show growth in students’ academic performance. Officials said the goals will vary by school, and will take into account student test scores, educators’ efforts to work with families, and the quality of teacher training, among other measures.

Principals hoping to revamp their schools’ academics by removing poor-performing teachers will have to go through the normal evaluation and hearing process, officials said. To ease that process, superintendents will make sure principals properly document instances of teacher misconduct and incompetence, they added.

The 94 schools include some the state has identified as poor performing, and all rank among the bottom quarter in the city as measured by test scores and graduation rates.

The $150 million covers the first two years of the program, and comes from state struggling-school funds and money freed up through cost-savings in the education department budget, officials said. Funding has not yet been secured for the program’s third year, the officials added. De Blasio said more state money is needed to turn around more schools.

“We will need Albany to step up and help us,” he said.

The city’s plan encompasses the School Achievement Initiative, which sent coaches into 23 of the city’s lowest-performing schools this year. It is separate from the $52 million de Blasio set aside earlier this year to create 40 community schools, officials said.

Making community schools the centerpiece of the city’s vision for improving the system is likely to resurface debates about the effectiveness of non-academic services at boosting student achievement. (De Blasio has visited Cincinnati to observe their community schools model, though many of its schools are still struggling to improve their academic performance.)

De Blasio’s school-improvement plan also evokes the Chancellor’s District, a support program in the late 90s and early 2000s for the city’s lowest-ranked schools, though officials said the new program will tailor supports to each school’s needs. Schools in the Chancellor’s District made short-term gains in fourth-grade reading scores but no changes in eighth-grade scores.

The Coalition School for Social Change, where de Blasio made his speech Monday, will be part of the new program. Principal John Sullivan said he hopes to use the new resources to add more social workers, medical and dental services, and help for students who are behind in credits.

“I think the plan will mean a tremendous amount of support for my school community,” he said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.