Leaving

Ramirez resigns as academics chief for Shelby County Schools

PHOTO: Tajuana Cheshier
Heidi Ramirez visits a class in 2014 at Southwind High School in Memphis soon after she was named the district's chief academic officer. Ramirez announced her resignation from Shelby County Schools on Tuesday.

Heidi Ramirez has resigned as chief of academics for Shelby County Schools, less than 2½  years after coming to Memphis to help turn around the fledgling district following a massive restructuring of the city’s education landscape.

In a letter emailed Tuesday morning to district principals and instructional leaders, Ramirez said she was leaving “to be closer to loved ones and take on new challenges.”

“I am so proud of the great work we have been able to accomplish together,” she wrote. “Together, we have accelerated implementation of both supports for struggling learners and good first teaching — especially in literacy, while also improving the overall climate for learning for both students and staff.”

Shelby County Schools confirmed Tuesday that her resignation is effective March 31, and Ramirez wrote that she would “ensure a successful transition process.”

Her resignation comes a little over a month after a restructuring of district leadership that included the promotion of Innovation Zone leader Sharon Griffin to chief of schools. Ramirez, who was hired as chief academic officer, became chief of academics. Meanwhile, Griffin took on some of the responsibilities previously shouldered by Ramirez and Brad Leon, now chief of strategy and performance management. All three serve on Superintendent Dorsey Hopson’s cabinet.

Ramirez came to Memphis from Milwaukee Public Schools. She previously was associate dean for the College of Education and director for Urban Education Collaborative at Temple University, and at one time served on Philadelphia’s School Reform Commission.

When she arrived in Memphis in 2014, she was tasked with helping to increase the number of students reading on grade level, as well as the district’s graduation rate.

Those efforts may be starting to pay off.

She spearheaded a comprehensive literacy plan that pushed to improve reading skills across the curriculum. Last year, the district earned high marks for literacy growth for high school students who took the state’s TNReady test. However, overall growth scores were down, and the district is still far from its Destination 2025 goal of boosting third-grade reading proficiency to 90 percent by 2025.

Graduation rates have seen a slight bump, too. Some 78.7 percent of seniors received their diplomas in 2016, up from 75 percent the previous school year.

“I’m most proud of the work (we) have done to raise and reinforce expectations for our students,” she wrote, “and the continued evidence … that all of our children can achieve to high standards of career and college readiness…”

In her letter, Ramirez trumpets that student attendance is up and suspensions are down. She cites improvements in kindergarten readiness and student access to complex tests, and also notes that the growth in graduation rates extends to the district’s large population of black students, those with disabilities, and English language learners.

In a statement, Hopson praised Ramirez, especially for her work on Destination 2025, the district’s strategic plan.

“(Her) vision has helped enhance planning and coordination across all of our academic departments and stakeholders — from teachers and coaches to school and district leaders,” he said.

Hopson told Chalkbeat that the district will look to tweak the job description in collaboration with Griffin before Ramirez leaves. “With all the work she’s done, I think we’re going to take it to the next level,” he said.

With approximately 105,000 students, Shelby County Schools is Tennessee’s largest school district, the result of a 2013 merger of Memphis City Schools and legacy Shelby County Schools, followed by the exit a year later of six suburban municipalities that started their own school system.

Correction, February 21, 2017: This article has been updated to include the correct percentages of graduation rates for Shelby County Schools. A previous version listed the state percentages instead of the district’s.

Movers and shakers

Success Academy COO leaving for another charter network

PHOTO: Monica Disare
Success Academy hosts its annual "Slam the Exam" rally at the Barclays Center.

A top official at New York City’s largest charter network is leaving for another network, Success Academy officials confirmed Monday.

Kris Cheung, the chief operating officer at Success Academy, is headed to Texas for an operations job at KIPP. Rob Price, Success’s chief financial officer, is also leaving his post. The moves were first reported by Gothamist.

“As Success scales to 100 schools, we have hired several new leaders this past year — general counsel, chief of technology and head of leadership and human resources,” Success spokeswoman Ann Powell said. “While Kris Cheung, who has spent seven years with Success, is leaving to work in Texas for another charter network, Rob Price will continue as a consultant.”

Cheung was promoted to oversee operations in the shake-up that followed a 2015 school-supply fiasco required network staff to work nights and weekend days sorting boxes and furniture on Long Island.

The moves leave the network, which has ambitions to grow to 100 schools, with key positions to fill. Dan Loeb, Success’s board chair, also stepped down recently (and was replaced by Steven Galbraith); founder Eva Moskowitz lost another key ally in Emily Kim, the network’s former top lawyer, in 2017.

The city’s 46 Success Academy schools are known for their high test scores, strict discipline, Moskowitz’s fights with Mayor Bill de Blasio, and controversies around pushing out students and a much-publicized video showing a teacher ripping student work.

KIPP spokesman Steve Mancini said Cheung’s precise role is still being decided. That network’s well-known co-founder, Mike Feinberg, was fired in February after a sexual misconduct investigation.

One year in

A year after Nikolai Vitti arrived in Detroit, a look back at his application shows what’s changed

PHOTO: Erin Einhorn
Superintendent Nikolai Vitti interviewed for the job on March 30, 2017.

Next week will mark a full year since Superintendent Nikolai Vitti arrived in Detroit, taking on one of the most daunting jobs in American education.

As leader of the state’s largest district, he faced a long list of challenges: hundreds of vacant teaching positions, deteriorating buildings, dismal test scores, a total lack of systems for finances and hiring — the legacy, Vitti says, of the state-appointed emergency managers who ran the district for years before his arrival.

One year later, it remains to be seen whether Vitti will be able deliver the hopeful turnaround he promised in his 27-page application. It’s far too soon to look for real signs of progress — like higher test scores — because major changes to schools like a new curriculum won’t be implemented until next school year. But enrollment is up slightly, budgets have been balanced, and teacher salaries are on the rise.

Below, we return to his application — his blueprint for the district — to mark the things that have happened, the plans that have been made, and the work still left to do.

Click on the highlighted text to compare Vitti’s words with his actions and read our coverage of his first year in the district.


Candidate File for Nikolai Vitti

DETROIT PUBLIC SCHOOLS

COMMUNITY DISTRICT

Superintendent Search

2017-18

Please accept this letter as my official application to serve as the superintendent of Detroit Public Schools Community District (DPSCD), I am applying for this extraordinary challenge and opportunity because of my deep and unwavering belief in urban public education and my love for my home city of Detroit. The city’s voters have demanded and received an elected School Board, The School Board’s success will rest upon its decision to select the right leader who has the vision, track record, experience, commitment, strength, and perseverance for the job. I believe that I am that leader who is ready to collaboratively own the success of DPSCD’s future with the Board,

I offer the Board a child-centric and seemingly outside, objective perspective of how we can build the district into the best urban school district in the nation, while simultaneously doing that work with the empathy and sensitivities of a Detroiter. Growing up in Metro Detroit, my family and I have directly experienced the challenges of immigration, single motherhood, teenage pregnancy, unemployment, alcoholism, and foreclosures. My immediate and extended family represents the spirit and diversity of Detroit as we are a collection of ethnic Whites, African-Americans, Latinos, Whites, and Arab-Americans. From delivering the Detroit Free Press at 5 a.m. or parking cars on Michigan Avenue for the Tigers’ game to supplement our family’s income, to my grandmother working for Ford as an hourly cashier or my grandparents and father working in the factory at the River Rouge plant, to my mother earning her GED after dropping out of high school as a teenage mother and working to this day as a hairdresser, to my father eventually graduating from Wayne State University or my family running a pizzeria, Detroit is in my blood and I am eager to return home and serve the city.

An unbridled passion and drive to catch up to my peers, along with the work ethic and pride of my family, led me to focus my college experience exclusively on reading, studying, and writing to better understand myself and the world. Despite struggling through my K-12 experience due to undiagnosed dyslexia and a family home structure that did not always feel comfortable advocating for academic excellence, I quickly realized that my college education was a vehicle to my own self-actualization and empowerment. It was there where I also reunited with my father. However, empowerment did not mean more for myself, it meant building my capacity and confidence to empower others. After considering law, medicine, and even film, I decided that the greatest vehicle for social justice and transformation, at scale, was public education. I began that work as a teacher and eventually as a superintendent to assume greater responsibility and ownership for the learning environments that all of our children deserve.

Traditional public education is at a perceived crisis, whether that crisis is truly legitimate or exaggerated for political and ideological reasons, we must conduct our work with greater strategy, efficiency, and transparency in order to produce stronger outcomes. I offer the Board and community an expansive track record of success with transforming some of the most challenged learning environments at the classroom, school, district, and state levels that mirror those in Detroit. This work has occurred as a practitioner in the Bronx, Miami, in several urban communities in Florida, and most recently in Jacksonville, FL. I have only served in traditional public schools because of my deep belief that this is where our work is most important. The only way our nation can meet its professed ethos of equal opportunity is to ensure a strong public education system is ever present. Detroit can only restore its greatness with a strong public school system.

My initial contract in Jacksonville was from November, 2012 to June, 2016. It was renewed early on a 7-0 School Board vote for a three year extension. I am in the first year of that three year extension. I admit that our work in Jacksonville is incomplete but at the same time I can confidently state that I will leave the district in a better place than I assumed it four years ago. This is evidenced through historic achievement levels and improvement in graduation rates, the National Assessment in Educational Progress (NAEP), district grade, and post-secondary readiness among several other indicators.

Four years ago Duval County was seven percentage points from the state average, today it is nearly one percentage point away with an improvement of over Ti percentage points. Today our African-American graduation rate leads all large urban school districts in Florida, our achievement gap between White and African-American students is the narrowest in reading, math, and Algebra among the largest districts in Florida and one of the narrowest among the largest districts in the nation according to NAEP. We have increased post-secondary college readiness in reading by 11 percentage points from 73% to 84%, and a 17 percentage points in math from 55% to 72%. African-American post-secondary readiness for reading has improved from 67% to 81%, and in mathematics from 39% to 66% over the past four years. We have been a “B” district for consecutive years for the first time in years. The performance of nearly all groups of students have improved in the vast majority state assessments after the second year of new standards, and performance is due to improve again this year based on mid-year internal assessments.

I would leave Duval County with an infrastructure that has been solidified in the areas of technology, blended learning, budget alignment to a Strategic Plan, art and music programming, data systems, curriculum selection and adoption for the new standards, school programming with an emphasis on STEM, accelerated courses, and Career Academies, leadership development at the school and district level, alternative and over-age schools, schools avoiding state sanction, redesign of low enrolled and struggling schools, and the concentration of stronger leaders and teachers in struggling schools.

I apply for this position knowing that I am returning home and that the School Board and community need leadership sustainability. I have been asked to apply to several superintendent positions, charter networks, and private companies over the years; Jacksonville was the only district in which I applied for my first superintendency and I am now only applying for this opportunity. I fully embrace and would only request a long-term commitment with the School Board to begin the problem solving process to improve the school district.

The School Board is seeking a leader with the capacity, confidence, and experience to work with the State and local communities to turnaround lower performing schools. I have demonstrated this ability as a teacher, principal, assistant superintendent, chief academic officer, state administrator, and superintendent in several large urban school districts throughout the country. As a cabinet member who served three National Superintendents of the Year and as an essential member of a district team that won the Broad Prize in Educational Excellence while being highlighted for turnaround work by the USDOE and FLDOE, I will be able to provide the State of Michigan with the assurance that we can be trusted to improve student achievement and ensure financial transparency. We will regain the right to govern our school district independently.

I envision a school district where all students are college ready or well prepared for high level employment. This will occur because our students will learn to be critical thinkers, problem solvers, and leaders. We will support and develop our current and future leaders and teachers, and support them with the right tools, curriculum and data systems, and wraparound services to address our students’ socioemotional challenges. Our students will experience the expansion and exposure of an arts education while gaining a greater appreciation for their culture and community. We will expand business partnerships for internships, while building the capacity of our parents and respecting their voice. Our students will be safe and learn through their mistakes by ensuring a progressive discipline model. We will restore the confidence of parents and their children who will return from charter and private schools.

The resurgence of Detroit is underway. As a School Board and superintendent team we will accelerate that progress and ensure its success.

Read Vitti’s full application, including his resume and references, in the document below.