shift

With new school turnaround model, Tennessee takes lessons learned in Memphis to Chattanooga

PHOTO: Hamilton County Department of Education
A teacher works with students at a Chattanooga elementary school.

A national pioneer in school turnaround work, Tennessee has launched a third model for improving struggling schools — based in part on lessons that have emerged from the state’s first two efforts over the past decade.

The new Partnership Network, now in its first year under a five-year agreement between the state and Hamilton County Schools, is focused on five schools in Chattanooga where student achievement has languished for decades.

The collaborative model takes a page from learnings garnered mostly in Memphis. The city is the hub of the state’s two other turnaround models, one of which involves wresting control of low-performing schools from the local district.

“I would describe this model not as a state takeover, but a state pushing” toward a different style of intervention, said state Education Commissioner Candice McQueen of the Partnership Network.

All three turnaround options are outlined in Tennessee’s plan under the new federal education law known as the Every Student Succeeds Act. The law requires each state to come up with a strategy for improving chronically underperforming schools.

Most promising so far has been Shelby County Schools’ Innovation Zone, a district-led program that provides struggling Memphis schools with extra state-funded resources and charter-like autonomy.

The other approach, the state-run Achievement School District, has been lackluster in performance and heavy-handed in its execution, but state officials are hopeful it’s a late bloomer, especially under the new leadership of the iZone’s former chief. Known as the ASD, the district has taken control of dozens of low-performing Memphis schools and matched them with charter operators.

State officials once had considered the cluster of Chattanooga schools for ASD takeover. But they came up with the partnership approach as a third way, wherein a seven-member advisory board named by both partners oversees the work of the mini-school district comprising 2,300 students.


One Chattanooga school was once a heralded example of successful turnaround. What happened?


The partnership model, while unique in its structure, will only be as good as its outcomes, McQueen emphasized Monday during the advisory board’s second meeting.

Since embracing school improvement as part of a 2010 overhaul of K-12 public education, Tennessee has committed to a series of independent studies to track results with an eye toward data-driven refinements and new strategies. The research is the basis for a policy brief released this week outlining the state’s guiding principles for effective school turnaround. The Tennessee Education Research Alliance, a collaboration between Vanderbilt University and the state education department, developed the guidelines.

There is no magic bullet, said Gary T. Henry, the lead researcher behind the brief and a professor of public policy and education at Vanderbilt.

He said the work of fixing struggling schools is “the most challenging work in public education today.” That’s because it really does take a village, he said, that includes the local school district, the state, federal dollars, and a sustained commitment from all parties to attack the problems from multiple angles.

Vanderbilt researcher Gary T. Henry and new ASD Superintendent Sharon Griffin talk about school turnaround work with leaders of Hamilton County’s new Partnership Network.

In addition, there must be a willingness to treat low-performing schools as special cases that merit additional resources and higher pay for effective teachers and administrators — something that school districts are loathe to do and that defies political gravity, Henry said.

It also means building a district-within-a-district organizational structure dedicated to school improvement; removing barriers to improvement such as high teacher and leader turnover rates; increasing capacity for effective teaching and leadership with supports such as curriculum, training, and mentoring; and establishing school practices and processes — like opportunities for teacher collaboration — that promote continuity and stability.

“Doing one or two of these will not necessarily change the lives of students and teachers and principals. But doing all five intelligently and in focused fashion can,” Henry said.

The work must recognize, too, the profound impact of poverty on the students who generally attend low-performing schools, said Sharon Griffin, the former iZone chief hired last spring to run the state-run ASD.

“Sometimes just showing up (to school) is a miracle,” Griffin said of kids who bring adverse and chronically stressful experiences into schools and classrooms.

A nationally recognized turnaround leader, Griffin told the new Chattanooga advisory board about the improvement work she has “lived and breathed” as a Memphis teacher, principal, and iZone superintendent. She urged them to get inside of schools, stay student-focused in their oversight of the Partnership Network, and plan for a marathon instead of a sprint.

“The work can’t stop. The sense of urgency cannot stop,” she said.

making the rounds

Tennessee’s new education chief ‘very confident’ that online testing will be smooth in April

PHOTO: Shelby County Schools
Tennessee's new education commissioner Penny Schwinn (second from left) met with Douglass High School students and Shelby County Schools leaders Friday.

As Tennessee’s new education commissioner wrapped up her second week on the job by visiting four schools in Shelby County, Penny Schwinn said she feels “very confident” the state has learned from its mistakes in online testing.

During the more than three-hour ride to Memphis on Friday, Schwinn said she continued to pore over documents showing evidence that the corrections the state department staff have put in place will work.

“I feel very confident that our team has looked into that,” she told reporters in a press conference after meeting with students. “They’re working with the vendor to ensure that testing is as smooth as possible this year.” Currently the state is working with Questar, who administered TNReady online last year.

She also said the state’s request for proposals from testing vendors, which is already months behind, will be released in about two weeks.

PHOTO: Shelby County Schools
From left: John Bush, principal of Douglass High School; Penny Schwinn, Tennessee Education Commissioner; and Joris Ray, interim superintendent for Shelby County Schools.

“No later than that,” she said. “We hope and expect to have a vendor in place before the end of the fiscal year,” in late June.

The day Schwinn was hired, she said getting state testing right would be her first priority. Three years of major technical failures have severely damaged the trust educators and parents have in the state’s test, TNReady. It is the main measure of how schools and teachers are doing, but state lawmakers exempted districts from most testing consequences in 2018.


From Schwinn’s first day on the job: Tennessee’s new education chief wants to ‘listen and learn’ with school visits


Prior to talking with reporters, Schwinn said she heard “hard-hitting questions” from several students at Douglass High School in Memphis about what the state can do to improve education. Schwinn has said she will visit Tennessee schools throughout her tenure to ‘listen and learn’ by talking to students and educators.

Reporters were not allowed to attend the student discussion with Schwinn and some Shelby County Schools leaders.

Douglass High entered Shelby County Schools’ turnaround program, known as the iZone, in 2016 and saw high academic growth in its first year. But test scores fell this past year as the state wrestled with online malfunctions.

Timmy Becton Jr., a senior at Douglass High, said he hopes for fewer tests and more projects to demonstrate what a student has learned. Those kind of assessments, he said, can help a student connect what they are learning to their daily life.

PHOTO: Shelby County Schools
Tennessee’s new education commissioner met with students at Douglass High School and Shelby County Schools leaders.

“We figured it would be a different way to measure and see how much knowledge a student really has on a specific subject,” he told Chalkbeat after meeting with Schwinn during a student roundtable session. “It’s a good alternative to taking tests.”

He said he was “surprised and happy” to see Schwinn actively seek student perspectives.

“I really think that’s the most important part because students are the ones going to school every day,” Becton said. “So, if you want to find a good perspective on how to solve a problem, it’s really great to talk to the people who are actively involved in it and the people who are actually experiencing these problems directly.”

The state’s annual testing window runs from April 15 to May 3.

School discipline

Michigan schools have expelled fewer students, but that may not be cause for celebration

PHOTO: Getty Images

Michigan schools have expelled far fewer students since the state enacted laws aimed at cutting back on expulsions. But an advocate who’s pushed for an end to zero-tolerance policies pointed out persistent problems and told elected state education leaders this week that, “We shouldn’t start celebrating yet.”

This is why: Peri Stone-Palmquist, executive director of the Ypsilanti-based Student Advocacy Center, told State Board of Education members that in the 18 months since the new laws took effect in 2017, expulsions have dropped 12 percent. But she’s concerned that too many school leaders don’t understand the law or are ignoring its requirements. And she believes some schools are finding other ways of kicking kids out of school without expelling them.

Michigan did away with zero-tolerance policies that had earned it a reputation for having some of the toughest disciplinary rules in the nation. In their place, lawmakers instituted new rules, such as requiring schools to consider seven factors — including a student’s age, disciplinary record, disability and seriousness of the incident — in making expulsion decisions.

“We have had districts and charters tell advocates that they would not consider the seven factors at all,” Stone-Palmquist said. Others aren’t sharing with parents and students how those seven factors were used. And she said there’s a general “lack of understanding of lesser interventions and the persistent belief that lengthy removals remain necessary.”

That’s a problem, she and others say, because of the negative consequences of kicking students out of school. Studies have shown that students kicked out of school are often missing out on an education and are more likely to get into trouble. Advocates also worry that expulsion exacerbates what they describe as a “school-to-prison” pipeline.

She said advocates are noticing that more students are receiving long suspensions, an indication that some schools are suspending students rather than expelling them. Hiding students in suspension data won’t work much longer, though. Michigan now requires schools to collect such data, which soon will be public.

Stone-Palmquist also said that some schools aren’t even going through the expulsion process, but simply referring students with discipline issues to “understaffed virtual settings.”

“Once again, the students who need the most get the least, and no one has to report it as an expulsion.”

Stone-Palmquist gave an example of a ninth-grader involved in a verbal altercation who was expelled for a long time for persistent disobedience, “despite our team lining up extensive community resources for him and despite the district never trying positive interventions with him.”

In another case, a fifth-grader was expelled for 180 days for spitting at another student who had done the same to them first. Stone-Palmquist said the seven factors weren’t considered.

“We were told at the appeal hearing that the student’s behaviors were too dangerous to consider lesser interventions.”

She and Kristin Totten, an education lawyer for the ACLU of Michigan, provided board members with statistics that some members found alarming. Totten noted that an ACLU review of data collected by the federal government shows that for every 100 students in Michigan, 38 days are lost due to suspension. In Oakland County, 26 days are lost for every 100 students. In Macomb County, it’s 35 days and in Wayne County, it’s 55 days.

One child who’s experienced trauma for years was repeatedly suspended from multiple schools. The 11-year-old has been diagnosed with post-traumatic stress disorder and attention deficit hyperactivity disorder. This school year, she’s been suspended for 94 days.

“Never once were the seven factors mentioned to her mother,” Totten said.

Stone-Palmquist asked board members to consider recommendations, including developing a model student code of conduct that incorporates the new rules, partnering with the advocacy center to request an attorney general’s opinion on what districts are required to do, and expanding data collection.

Tom McMillin, a member of the state board, asked whether the state should consider financial penalties, such as withholding some state aid.

“I’m a fierce advocate for local control. But in areas where the incentives might not be there to do what’s right … I’m fine with the state stepping in,” McMillin said.

Board member Pamela Pugh said she appreciated the push for the board to “move with great speed.” She said the data and stories provided are “compelling, as well as convincing.”

Stone-Palmquist said that despite her concerns, there have been some successes.

“Districts that used to automatically expel 180 days for fights, for instance, have partnered with us to dramatically reduce those removals with great outcomes,” she said. “We know alternatives are possible and that they actually help get to the root of the problem, prevent future wrongdoing and repair the harm.”

The Detroit school district didn’t come up during the hearing. But on the same day Stone-Palmquist presented to the state board, Detroit Superintendent Nikolai Vitti gave a presentation to his local board of education about what’s happened in the months since the district embarked on an effort to improve school culture by revising the student code of conduct, hiring deans for each school, and providing training on alternative discipline methods.

The bottom line: Vitti said that schools are booting out dramatically fewer students and greatly increasing alternative methods of discipline. In-school suspensions are up, given the push against out-of-school suspensions.

But the changes have also raised concerns. Some school staff have said the new rules are tying their hands. Vitti said it will take time for the changes to take hold, and he outlined some areas that need to improve, including more training.