BLM in EDU

New York City teachers bring Black Lives Matter to the classroom

PHOTO: Christina Veiga
Black Lives Matter at School will rally at the education department on Tuesday. In December, advocates demanded anti-bias training for teachers and culturally relevant education for students.

Students at Sunset Park High School walked out of class recently to protest the removal of a classmate’s artwork that echoes what some at the predominantly black and Hispanic school feel: That police brutality is a problem in communities of color.

In the piece, a black girl wields a spray paint can to turn a racist message into one of hope. “Bigger than hate,” she scrawls over an epithet. But in the background, a white police officer crouches with his gun drawn.

Based off a piece by a pair of professional artists, the poster was part of a week of action for Black Lives Matter at School, a national series of workshops, actions and community conversations centered around the civil rights movement. Hundreds of New York City teachers brought the social movement to their classrooms last week, leading discussions about racial justice and pushing their administrators to adopt culturally sensitive practices.

The events culminate Tuesday with a rally at the education department headquarters.

“This is our modern day civil rights movement, so it’s important we teach it,” said Rosie Frascella, a Brooklyn high school teacher who helped organize events citywide.

But as the Sunset Park protest illustrates, acknowledging racism in the classroom can be treacherous ground for school leaders and teachers. The painting generated controversy after someone posted a photo of it on Facebook, along with the school’s number and an invitation to call in protest. A teacher there said it is no longer on display, despite reports that it was relocated elsewhere in the building.

The week of action comes amid a grassroots movement to integrate New York City schools, which are among the most segregated in the nation. Some activists and educators say that movement cannot succeed unless teachers are trained in having tough, honest conversations with students, and have reflected on these issues themselves.

A spate of racially charged incidents in city schools highlights the consequences when that doesn’t happen in a system where 70 percent of students are black or Hispanic, and a majority of teachers are white.

In the past few weeks, the New York Daily News has reported on a Bronx teacher who stepped on the backs of black children during a lesson about slavery; a white principal who was accused of forbidding lessons on the Harlem Renaissance; and a Brooklyn elementary school PTA president who advertised a fundraiser with pictures featuring performers in blackface.

“All of this is just further evidence of a systemic problem in New York City,” said Natasha Capers, a coordinator for the parent-led group Coalition for Educational Justice. “Systemic problems call for systemic solutions.”

In another show of how difficult the work can be, the United Federation of Teachers recently declined to endorse Black Lives Matter week of action. Organizers say it is the only union do so, out of 10 cities where resolutions were proposed.

An education department spokesman said the city has built racial equity into its principal training programs and has provided a new social studies curriculum that includes “multiple perspectives and voices.” The city has also led anti-bias training for 450 teachers — out of more than 70,000 total — while individual schools and district leaders have done similar work on their own.

“Anti-bias training and culturally responsive teaching are critical to ensuring a welcoming learning environment for all students,” spokesman Will Mantell wrote in an email. “These approaches are integrated throughout New York City schools.”

Frascella, an English teacher at International High School in Prospect Heights, said it’s impossible to ignore the experiences her students bring to the classroom. The network that her school belongs to caters to immigrant students, many of whom have been affected by the rancor surrounding the federal immigration debate.

“They come to us with questions. They’re trying to understand the world they live in,” she said. “We put our students first. We honor their experience and their voices.”

At her school, students threw a party in honor of black lives, hosted a fashion show and raised money for the Black Alliance for Just Immigration. Frascella said Black Lives Matter helps teachers navigate the complexities through resources like lesson plans. In New York City, teachers held a curriculum fair and acted out demo lessons.

“What we’ve been trying to do is creating spaces for teachers to have those conversations so they feel more confident in their teaching and supported,” she said.

More autonomy

These Denver schools want to join the district’s ‘innovation zone’ or form new zones

PHOTO: Melanie Asmar
McAuliffe Manual Middle School students at a press conference about test scores in August 2017. The school has signaled its intent to be part of a new innovation zone.

Thirteen Denver schools have signaled their desire to become more autonomous by joining the district’s first “innovation zone” or by banding together to form their own zones. The schools span all grade levels, and most of the thirteen are high-performing.

Innovation zones are often described as a “third way” to govern public schools. The four schools in Denver’s first zone, created in 2016, have more autonomy than traditional district-run schools but less than charter schools, which are publicly funded but independently run.

Denver Public Schools recently released applications for schools to join the first zone, called the Luminary Learning Network, or to form new zones. The school district, which at 92,600 students is Colorado’s largest, is nationally known for nurturing a “portfolio” of different school types and for encouraging entrepreneurship among its school principals.

The district is offering two options to schools that want to form new zones. One option is for schools to apply to form a zone that would be overseen not by the district but by a nonprofit organization. That’s how the Luminary Learning Network is set up.

Another, slightly less autonomous option is for schools to apply to form a zone that would be overseen by the district. “Some additional autonomies would be available to these schools, but many decisions would still be made by the district,” the district’s website says.

One tangible difference between the two: The principals of schools in zones overseen by the district would answer to district administrators, while the principals of schools in zones overseen by nonprofit organizations would be hired and fired by the nonprofits’ boards of directors.

Schools in both types of zones would have more control over their budgets. A key flexibility enjoyed by the four schools in the Luminary Learning Network has been the ability to opt out of certain district services and use that money to buy things that meet their students’ specific needs, such as a full-time psychologist or another special education teacher. The zone schools would like even more financial freedom, though, and are re-negotiating with the district.

The district has extended the same budgetary flexibility to the schools in Denver’s three “innovation management organizations,” or IMOs, which are networks of schools with “innovation status.”

Innovation status was created by a 2008 state law. It allows district-run schools to do things like set their own calendars and choose their own curriculum by waiving certain state and district rules. The same law allows innovation schools to join together to form innovation zones.

The difference between an innovation zone and an innovation management organization is that schools in innovation zones have the opportunity for even greater autonomy, with zones governed by nonprofit organizations poised to have the most flexibility.

The deadline for schools to file “letters of intent” to apply to join an innovation zone or form a new one was Feb. 15. Leaders of the three innovation management organizations applied to form zones of their own.

One of them – a network comprised of McAuliffe International and McAuliffe Manual middle schools – has signaled its intent to join forces with an elementary school and a high school in northeast Denver to form a new, four-school zone.

Three elementary schools – Valdez, High Tech, and Swigert – submitted multiple intent letters.

Amy Gile, principal of High Tech, said in an email that her school submitted a letter of intent to join the Luminary Learning Network and a separate letter to be part of a new zone “so that we are able to explore all options available in the initial application process. We plan to make a decision about what best meets the needs of our community prior to the application deadline.”

The application deadline is in April. There are actually two: Innovation management organizations that want to become innovation zones must file applications by April 4, and schools that want to form new zones have until April 20 to turn in their applications.

Here’s a list of the schools that filed letters of intent.

Schools that want to join the Luminary Learning Network:

Dr. Martin Luther King, Jr. Early College High School
Valdez Elementary School
High Tech Elementary School

Schools that want to form new innovation zones overseen by nonprofits:

McAuliffe International School
McAuliffe Manual Middle School
Northfield High School
Swigert International School
These four schools want to form a zone called the Northeast Denver Innovation Zone.

McGlone Academy
John Amesse Elementary School
These two schools want to form a zone called the Montbello Children’s Network.

Grant Beacon Middle School
Kepner Beacon Middle School
These two schools want to form a zone called the Beacon Network Schools IMO I-Zone.

Schools that want to form a new innovation zone overseen by the district:

High Tech Elementary School
Isabella Bird Community School
Valdez Elementary School
Swigert International School
DCIS at Ford
These five schools want to form a zone called the Empower Zone.

First Responder

Jeffco’s superintendent has some ideas about preventing school shootings — and none of them involve gun control or armed teachers

Jeffco superintendent Jason Glass at the Boys & Girls in Lakewood (Marissa Page, Chalkbeat).

Superintendent Jason Glass of the Jefferson County school district isn’t interested in talking about gun control in the wake of yet another deadly school shooting.

Home of Columbine High School, Jefferson County is no stranger to these tragedies or their aftermath, and Glass doesn’t think calls for restricting firearms will get any more traction this time than they have before. Nor is he interested in talking about arming teachers, a proposal he considers just as much of a political dead end.

“A solution is only a solution if we can actually enact it,” Glass wrote in a blog post published Monday. “We are not able to get either of these solutions passed into law so they have no impact.”

That doesn’t mean there’s nothing to talk about, he wrote. Glass lays out four ideas that he sees as more politically feasible and that might make a difference:

  • Put trained, armed law enforcement officials in every school
  • Increase funding and support for school mental health services
  • Create a federally funded center to study school safety and security
  • Change the layout of and access to school buildings to make them safer, much the way we’ve renovated airports, stadiums, and other public facilities

Glass describes these measures as “proactive, preventative, and reactive steps that would make a big impact in making our schools much safer than they are today.”

Some schools and districts already have an armed police presence on campus or offer mental health services, but Glass argues these efforts need more money, more support, and more cohesion.

“These solutions need to come from the federal level to create the scale and impact we really need,” he wrote. “Congress and the President need to act and now. … Flexibility and deference can be built into these solutions to accommodate differences across states and communities – but we have a national crisis on our hands and we have to start acting like it.”

Of course, even studying something, as Glass envisions this new center on school safety doing, can be political. Since 1996, the federal government, at the urging of the National Rifle Association, has placed tight restrictions on the ability of the Centers for Disease Control to study gun violence as a public health issue.

The blog post provoked a vigorous debate in the comments. Some called on Glass to join the national movement demanding more restrictions on firearms. This is not a time for “half measures,” one woman wrote.

Others said that turning schools into “fortresses” would work against their educational mission and questioned how well school resource officers could be trained to respond appropriately to students with special needs – or how fair the district-level threat assessment process is.

In the wake of another school shooting at Arapahoe High School in 2013, one largely forgotten outside the state, Colorado legislators passed a law that holds schools liable for missing warning signs in troubled students.

In an interview with Colorado Public Radio, Bill Woodward, a former police officer who trains schools in how to prevent violence, said more schools are doing threat assessments. But their success may require schools to take even more seriously the idea that their own students might be dangerous.

“I think the biggest barrier is the climate of the school, because I think sometimes schools are just thinking in terms of working with students, helping students out,” Woodward told CPR. “And sometimes when you’re looking at someone who’s made a threat, you have to change to the Secret Service model.”

Woodward said a more comprehensive solution may involve gun control. Schools can’t afford to wait, though.

“There is no silver bullet, speaking metaphorically, but I think gun law changes may well be needed,” he said. “I just think we have to do what we can do now, and we can do things now.”