satisfactory/unsatisfactory

Pace of change yields mixed reactions at Bryant closure hearing

Bryant High School teachers and students rally outside the school's 31st Avenue entrance before the closure hearing.

Over a hundred teachers, students, and alumni converged at from William Cullen Bryant High School closure hearing last night to warn city officials that undergoing “turnaround” next year would harm the school.

But some teachers said that rapid changes are already hitting the school under the hard-charging leadership of first-year principal Namita Dwarka.

Bryant is one of eight Queens schools proposed for turnaround, which would require them to close and reopen this summer with a new name and many new teachers. The school counts former schools chancellor Joel Klein among its graduates, but it has struggled in recent years to meet the city’s expectations. It landed on the turnaround list because of its lagging graduation rate, which last year was 56.5 percent, slightly lower than the city average.

City Councilman Jimmy Van Bramer invoked Bryant’s century-old legacy in a press conference outside the school and during the hearing. Sporting a lapel pin with the school’s mascot, an owl, and other alumni, Van Bramer said the school’s tradition of excellence brought pride to the community and should be preserved.

Many teachers who spoke at the hearing shared his concern. But others expressed enthusiasm about changes at the school. The conflicting feelings reflected some of the tensions that have arisen since Dwarka took over as principal in September and, according to at least half a dozen teachers who have spoken with GothamSchools, began issuing low ratings to teachers who had never received them before.

Dwarka, who arrived when Bryant began a less agressive reform process last year, has the Department of Education’s support.

“We stand behind Namita Dwarka’s leadership, and we believe she is the right person to be the proposed new leader of the proposed new school,” said Deputy Chancellor Laura Rodriguez, to shouts and boos from students in the crowded auditorium. “In her time here at W.C. Bryant she has shown commitment and a strong will to improve student achievement and learning.”

One way that Dwarka has shown that commitment, according to the six Bryant teachers I spoke to in the last month, is by offering more bracing criticism than most teachers have gotten in the past.

“I was always satisfactory,” one teacher who asked not to be named told me by phone. “This is the principal’s first year and she never, ever observed me, not even a first time.”

“The environment in the school is not good,” she continued. “Many people complain. I get depressed, I cry. I personally believe that I work very hard during the whole year and every day, every class I try to do my best.”

The half dozen teachers said they learned in recent weeks, via letters from assistant principals who conducted classroom observations, that they would likely receive “unsatisfactory” ratings this spring. The U-rating is the first step in a contractual process that could lead to job termination. Last year, 2,118 teachers received unsatisfactory ratings citywide.

The news came as a shock to several of the teachers who testified last night — but none of them mentioned the U-rating spree they fear was underway in their public comments.

A handful of teachers did testify that they have brought a strong work ethic to the school but were not given enough time to meet the administration’s rising expectations. In private, several told me that they thought the new principal was laying the groundwork to reopen this fall with fewer veteran teachers.

Cracking down on subpar instruction is a typical first step for new principals, and one teacher who asked to remain anonymous  said Dwarka was working to help teachers improve by adding professional development sessions and more classroom observations.

But the teacher also said Dwarka’s leadership had caused a rift in the teaching staff, and rumors were swirling that many teachers would receive unsatisfactory job ratings in June, which could cost them their positions at Bryant.

The rumors have been exacerbated by the city’s approach to rehiring in turnaround schools, which will be conducted according to a process outlined in the city’s contract with the teachers union. The process, known as 18-D, requires that at least half of applicants to the new school from the old school must be hired according to seniority — provided that they are qualified. The hiring committees won’t be formed and the qualifications can’t be set until after the turnaround plans have been approved. But union officials have said in the past that the committees could reasonably decide to exclude from consideration teachers who have recently received U-ratings.

“With the present administration we’ve seen a sharp rise in unsatisfactory reviews — there’s nothing to compare it to. And the number of people who have been told officially that they are in danger of getting an end-of-the-year unsatisfactory rating is extremely high,” Sam Lazarus, the union chapter leader said in an interview. “These are veteran teachers who’ve never received an unsatisfactory. [The principal] is insisting on these decisions.”

Dwarka did not speak at the hearing, where she sat next to Rodriguez on stage and smiled as student athletes praised her leadership, the school culture, and their teachers during two and a half hours of public comments. She declined to comment on her leadership philosophy and referred all questions to Department of Education press officials.

Dwarka’s approach has won her support from within the school. Alyson Roach, an English teacher, testified that Dwarka has “not been afraid” to push teachers and had set the school on a path toward improvement.

“We have a great school, but of course we have areas where we could improve. We are fortunate enough to have an energetic new principal who is herself an alumna of Bryant,” she said. “I believe everyone here would describe Ms. Dwarka as someone who is truly transforming our school. No one can question her relentless quest for excellence. Why then, after marked improvement, after only six months, have we been threatened with the possible closing of our school?”

A second school whose turnaround hearing took place Tuesday night also has a brand-new principal who was handpicked to lead the school through a reform effort. Brendan Lyons took over at Manhattan’s High School for Graphic Communications Arts in September, before that school had been selected for any reform process.

“Every crisis is an opportunity,” Lyons said when the turnaround plans were announced in January. “I’d like to show how our school is a model turnaround that other schools can learn from.”

hurdle cleared

Indiana’s federally required education plan wins approval

PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.

U.S. Education Secretary Betsy DeVos has signed off on Indiana’s federally required education plan, ushering in another era of changes — although not exactly major ones — to the state’s public school system.

The U.S Department of Education announced the plan’s approval on Friday. Like other states, Indiana went through an extensive process to craft a blueprint to comply with the Every Student Succeeds Act, or ESSA, which was signed into law in 2015.

“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”

The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.

Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.

Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.

In all, 35 states’ ESSA plans have won federal approval.

Advocates hope the law will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

Indiana officials struggled to bring some state measures in line with federal laws, such as graduation requirements and diplomas.

Under the state’s ESSA plan, A-F grades would include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.

Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.

The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.

While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.

The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.

Read: Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Find more of our coverage of the Every Student Succeeds Act here.

turnaround

Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.