accountability movement

City begins setting ‘rigorous, but reasonable’ targets for Renewal schools

PHOTO: Patrick Wall
Chancellor Carmen FariƱa

Since Mayor Bill de Blasio unveiled his strategy for turning around the city’s lowest-performing schools seven months ago, officials have said all 94 schools would have to meet specific goals to avoid serious changes, including closure.

The city is now moving closer to determining those goals, as officials shared initial rubrics with schools this month and began setting goals for the next two years. Unlike the city’s “school snapshots,” which measure schools in identical ways, the schools in the Renewal program will have some choice as to how the city determines whether they’re measuring up.

With state deadlines approaching, the Department of Education is finalizing that menu of data points that struggling schools will use to measure their progress over the next two years. Attendance, state test scores, and graduation rates are included, and officials said they are still crunching parent and student survey data to come up with a half-dozen other metrics.

Chancellor Carmen Fariña said the menu showed that she was serious about holding schools accountable for improvement.

“We have established clear and rigorous school-specific benchmarks that schools must meet, or they will face consequences including changes to leadership and faculty of the school, school consolidation, and even closure as a last resort,” Chancellor Carmen Fariña said in a statement.

Improved attendance will be a required goal for all schools and is the only metric that elementary and middle schools will be expected to show improvement on next year. High schools next year will also be expected to grow their share of students making progress toward graduation, based on how many courses and Regents exams they have completed.

In addition to attendance, elementary and middle schools will have to choose five other data points for which to set goals, three of which must be based on state test scores or former students’ credit accumulation in ninth grade. High schools can choose from graduation rates, pass rates on Regents exams, and course completion. The schools won’t be expected to hit targets for those categories until the end of the 2016-17 school year.

According to sample benchmarks provided to principals, a struggling high school with a four-year graduation rate of 54.8 percent last year would have to improve to 62.3 percent by the end of the 2016-17 school year, a 7.5-point gain over three years. A department official said the targets being set for the schools were “rigorous, but reasonable.”

The to-be-determined benchmarks will be based on a combination of data from parent and student surveys and scores from school quality reviews. Officials said they were only finalizing them now because the surveys were administered last month.

The details come seven months after de Blasio first pledged to spend $150 million over three years to help turn around the 94 schools. At the core of his plan is to flood the schools with resources aimed to support students living in poverty. The money will be used to pay teachers to work extended hours, add after-school summer programs, and hire extra guidance counselors, as well as to provide teachers with on-site training and bring in academic coaches.

It has been an uneven first year for schools under the program, with some receiving extra attention and others complaining that support has been slow to reach them. The program’s pace has been added fodder for critics who say de Blasio’s plan was not aggressive enough to fix schools that have been low-performing for years.

But the administration has put more of a focus on the Renewal schools in recent months, even redirecting more than $50 million from an expansion of the mayor’s after-school initiative.

A principal of a Renewal school said he had noticed the change, saying that a new deputy in his district superintendent’s office has been hired to specifically work with the struggling schools.

“Once I got that person, things started moving more quickly,” said the principal, who said he received a draft of the benchmarks more than a week before a customized version was sent to his school.

Principals and school leadership teams much agree on and submit the goals by June 15, a department spokeswoman said, four days shy of the June 19 deadline for the city to send in a more comprehensive plan for its struggling schools to the State Education Department.

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.