To close or not to close?

As the threat of closure looms, this Detroit charter school says it’s worth a second look

PHOTO: Erin Einhorn
Students line up at Michigan Technical Academy, which is on the list of 38 Michigan schools that could be forced to close in June.

On paper, the Michigan Technical Academy looks exactly like the kind of school state officials are planning to shut down.

The charter school in northwest Detroit has posted test scores in the bottom 1 percent in the state in recent years, and fewer than 5 percent of fourth-graders passed last year’s state math exam.

The scores mean the school could be shuttered under a new law designed to rescue students in long-struggling schools from a culture of failure. The school will find out its fate when the state releases its 2016 test-score ranking, which could come out as early as next week. If its scores are in the bottom 5 percent statewide for a third straight year, MTA could well be required to close in June.

But MTA’s supporters say that if state officials charge ahead with plans to take a sledgehammer to every low-scoring school like theirs, they’ll end up destroying even schools that are turning things around.

"The one thing that’s not on our side is time. We have a bullseye on our back but … we feel a sense of urgency. We feel it in our bones."Michaela McArthur,kindergarten teacher

That’s what teachers and administrators say is happening at their 600-student elementary school.

A new principal, a new way of teaching, and a more positive culture have given teachers a reason to believe their school is on the upswing. They just might not get a chance to prove it.

“The one thing that’s not on our side is time,” said kindergarten teacher Michaela McArthur. “We have a bullseye on our back but … we feel a sense of urgency. We feel it in our bones.”

The school was nearly shut down two years ago by Central Michigan University, which granted the charter that allows the school to operate.

The university was alarmed by low test scores and other problems, said Brad Wever, Central’s director of public policy and external relations. But when officials there considered where the school’s students would go next, they realized that neighboring schools had similarly low scores.

“We looked at all the options in the surrounding area to say, ‘What would happen to these kids if MTA was no longer to exist?’” Wever said.

Instead of closing the school, Central decided to change it. It replaced the school’s board. The new board brought in a team of school turnaround specialists from a New Jersey-based nonprofit management company called Matchbook Learning, which in turn introduced a program called Spark that uses computers to help teachers tailor lessons for individual students. Matchbook hired Phillip Price, a 62-year-old veteran principal who has led school turnarounds in Detroit and other cities.

Michigan Technical Academy Principal Phillip Price started at the struggling Detroit charter school in 2015. "Give us three years," he said. " We’re going to change this school."
PHOTO: Erin Einhorn
Michigan Technical Academy Principal Phillip Price started at the struggling Detroit charter school in 2015. “Give us three years,” he said. ” We’re going to change this school.”

“Believe me. Give us three years … we’re going to change this school,” said Price who took over as principal in September 2015. “I can’t change what people did before we got here, but we can change it now and that’s what we’re doing. We’re making a difference.”

Teachers and administrators say the recent changes at MTA have made their school a different place than it was during the years that produced the low scores.

“Since Mr. Price got here, it’s been a completely different school,” said Kristen Duran, 34, a second-grade teacher in her 11th year at MTA.

Before, she said, the school was clearly troubled.

“The curriculum changed a lot. There was teacher turnover, policies changed … We didn’t have a set direction,” Duran said.

But now things seem to be on the right track.

“Mr. Price has totally turned around the culture of the building,” she said. “The kids know what is expected of them … He’s here to make sure that our students learn and that we’re learning too. Teachers are valued more than they had been. We work as a huge team. Everybody pitches in at all times to help each other.”

But that teamwork has not yet translated into higher test scores.

The school’s 2016 M-STEP scores dropped slightly last year, with just 11 percent of third-graders testing proficient on the math test last spring compared to 13 percent the year before. (Scores also fell across the state, where 45 percent of third-graders passed the proficiency bar, down from 49 percent the year before.)

School leaders say the scores don’t mean students aren’t learning — just that they started very far behind.

“The M-STEP tests grade-level proficiency,” said Sajan George, Matchbook’s founder and CEO. “The M-STEP says, ‘OK, fourth-grader, we’re going to give you fourth-grade material.’ So if we take a kid that was starting at a first-grade level and get them to a second-and-a-half-grade level on M-STEP, they are marked ‘not proficient’ so they look like they’re in the worst tier and the school is failing.”

Most MTA students were two or three years behind when Matchbook took over, George said. “So the first year of the test, the second year of the test, the school is not going to look like it’s doing anything.”

"We looked at all the options in the surrounding area to say, ‘What would happen to these kids if MTA was no longer to exist?’"Brad Wever, director of public policy and external relations at Central Michigan University

The school’s own data system tells a different story, according to George. MTA uses an exam called the Performance Series to measure student improvement. That exam shows that students are making progress, with the percentage of students at grade level in reading growing from 21 percent to 29 percent between the fall and spring semesters last year and the percent at grade level in math growing from 24 to 36 percent. (While the M-STEP is only given to students in grade 3 and higher, the Performance Series data includes students as young as kindergarten.)

There are other signs that the school is becoming a better place for children to learn. The school has seen its attendance rate improve, and Price said suspensions are down dramatically from 163 the year before he started to fewer than 50 last year while enrollment has been steady. Price credits the lower suspension rate to better teaching.

“When discipline is high, instruction is low,” he said.

This year, by working with teachers on classroom management, Price said he hopes to bring the number of suspensions below 25.

Teachers say they’re on board with the changes so far and are already seeing results. But they know that the threat of closure looms.

“The part that makes me worried and sad is that we know our kids are prepared and our kids are doing a great job,” said kindergarten teacher Michelle Peters, who estimated that 90 percent of last year’s kindergarten students finished the year last spring ready to do first- or even second-grade work. “If we’re not open in two years then our kids will never get to show us on M-STEP what they really know.”

McArthur and Peters both said they worked in several other Detroit schools before starting at MTA last year and have never seen a school run as smoothly as this one.

Teachers get intensive mentoring from two full-time coaches who observe every teacher 40 times throughout the year and give them steady feedback and advice.

They also get extensive training on the Spark system, a massive database of online lessons including interactive games and videos that enable one student to do first-grade work while his classmates work on more advanced lessons.

While older kids at Michigan Technical Academy do their work on laptops, kindergarten and first-grade students use tablets.
PHOTO: Erin Einhorn
While older kids at Michigan Technical Academy do their work on laptops, kindergarten and first-grade students use tablets.

Walk into a classroom and some students can be seen dancing along to lessons set to music that are streaming through their headphones. On a recent visit, a group of second-graders were doing a subtraction lesson that came in the form of a catchy jingle about a pirate making his shipmates walk the plank.

When you subtract with a pirate, you always take away,” some students sang while others called out answers or waved fingers showing answers to subtraction problems.

Once the students complete their lessons online — all kindergarteners and first-graders get tablets, while older kids have laptops — they meet with their teacher to make sure they understand the material before demonstrating what they’ve learned with a project that could be anything from writing a poem to building a house out of legos.

“Matchbook actually believes this is the heart and soul of how we turn around a school,” George said. “You can’t take a school that’s been failing for years and in a year get all these kids to grade level. There’s real gaps we have to fill in.

Matchbook Learning CEO Sajan George explains the Spark system his management company uses at Michigan Technical Academy, a Detroit charter school
Matchbook Learning CEO Sajan George explains the Spark system his management company uses at Michigan Technical Academy, a Detroit charter school

“I can’t speed a kid through and say, ‘Hey, I know you’re struggling with your number sense but let’s try this concept called quadratic equations because it’s going to be on the state test.’”

Central Michigan has been closely watching what’s happening at MTA, Wever said, but it’s too early to know whether the changes will prove successful in the long run.

“We’re cautiously optimistic at this point,” Wever said. “We have folks regularly in the school and they have seen a change in the culture and there appears to be a positive school culture going on with the new principal.”

It’s not clear how many schools with a history of scores as low as MTA’s could make a case that recent changes should spare them from severe consequences like closure.

Supporters of Detroit’s district schools say the creation of a new school district called the Detroit Public Schools Community District means they should get three years to try to improve before facing closure — a legal argument that’s under dispute.

But there’s no similar dispute over charter schools. The Detroit school closure legislation doesn’t include any exemptions for schools that are improving. So if MTA gets its third bottom-five ranking when the 2016 state list comes out this fall, there’s only one way for it to stay open: if the state determines that closing the school would represent an “unreasonable hardship” for students.

That’s essentially what Wever said CMU officials concluded was the case two years ago and little has changed in the neighborhood since then: Most schools in that part of the city have very low test scores.

But the School Reform Office declined to comment on how it will determine, in a neighborhood with many low-scoring schools, which ones would qualify for an unreasonable hardship exemption.

If the state decides to close the school, Central Michigan says there’s nothing the university can do to keep it open.

“At the end of the day, we are going to follow the law,” Wever said.

But George said he hopes state officials will visit his school before using three-year-old test scores to shut it down.

“We fundamentally believe that this is going to work,” George said. “I’m hoping there’s an opportunity to make a rational evident case and if there isn’t, then … I think they missed an opportunity to see something happen in Detroit that’s different than what else is out there.”

Closing MTA, George said, wouldn’t solve the deep challenges facing students and schools in Detroit.

“You’re just going to shuffle the deck,” he said. “What happens when the kids from one bottom 5 percent school go to a school that’s in the bottom 15 percent? If they’re not doing a radical turnaround design, that school will automatically be in the bottom five, and it’s like this domino effect.”

Two for one

Schools in Pueblo, Greeley up next as state sorts out struggling schools

Charlotte Macaluso, right, speaks with Pueblo City Schools spokesman Dalton Sprouse on July 22, 2016. (Pueblo Chieftain file photo)

The Colorado Department of Education is expected Monday to suggest that five of the state’s lowest-performing schools, including one that was once considered a reform miracle, hire outsiders to help right the course.

The department’s recommendations for the schools — three in Pueblo and two in Greeley — are the latest the State Board of Education are considering this spring. The state board, under Colorado law, is required to intervene after the schools have failed to boost test scores during the last six years.

Like all the schools facing state intervention, the five before the state board Monday serve large populations of poor and Latino students.

A year ago, Pueblo City Schools was expected to pose the biggest test of the state’s school accountability system. A dozen of the city’s schools were on the state’s watch list for chronic poor performance on state standardized tests. However, most of the city’s schools came off that list last year.

Among the schools still on the list and facing state intervention is the storied Bessemer Elementary, where barely 9 percent of third graders passed the state’s English test last spring.

The school, which sits in the shadow of the city’s downsized steel mill, has been in a similar situation before.

After the state first introduced standardized tests in 1997, Bessemer was flagged as the lowest performing school in the state. District and city officials rallied and flushed the school with resources for students and teachers. Soon, students and teachers at the Pueblo school were being recognized by President George W. Bush for boosting scores.

But a series of leadership changes, budget cuts and shifts in what’s taught eroded the school’s progress.

Pueblo City Schools officials declined to be interviewed for this article.

The 17,000-student school district was preparing to make slightly more dramatic changes to improve things at Bessemer. Officials were going consolidate the school into just three grades, preschool through second, and send the older students to a nearby elementary school that is also on the state’s watch list. That school, Minnequa Elementary, is expected to face sanctions next year if conditions don’t improve.

But the district and its school board backed down after the community rejected the idea.

“With the input gathered, we determined that, at this time, changes to the grade reconfiguration were not in the best interest of the communities involved,” Pueblo Superintendent Charlotte Macaluso said in a press release announcing the changes. “We realize the sense of urgency and will continue to support our schools while closely monitoring improvement at each location.”

The decision to not reorganize the schools was made earlier this week.

Suzanne Ethridge, president of the Pueblo Education Association, the city’s teachers union, said the last-minute pullback was troubling. The district, she said, has held up staffing the schools until a final decision was made.

“I just hope we can get to a final plan and we can move on and get these schools going in the right direction,” Ethridge said.

According to documents provided to the state, district officials are expected to tell the state board they want to go along with what the state education department is proposing.

But some in the city are wary of involvement by outside groups because the district has been burned by outside groups in the past.

According to a 2012 Denver Post investigation, Pueblo City Schools had a three-year, $7.4 million contract with a New York-based school improvement company. The company was hired to boost learning at six schools. Instead, school performance scores dropped at five of the six schools.

“It wasn’t a lot of fun,” Ethridge said.

Other schools in Pueblo that will appear before the state board are the Heroes Academy, a K-8, and Risley International, a middle school. The state is recommending that Risley maintain a set of waivers from state law. The flexibility for Risley, and two other Pueblo Middle Schools, were granted in 2012.

The hope was the newfound freedom would allow school leaders and teachers to do what was necessary to boost student learning. That happened at Roncalli STEM Academy and the Pueblo Academy of the Arts.

But Risley has lagged behind.

Macaluso was the principal of Risley before being appointed superintendent last fall.

Like Risley, the state is recommending that two Greeley middle schools be granted waivers and hire an external manager to run some of the schools’ operations.

The state’s recommendation in part runs contrary to what a third party review panel suggested last spring. The panel, which visited all of the state’s failing schools, suggested Franklin be converted to a charter school. That’s because the school lacked leadership, according to the panel’s report.

Greeley officials say the school’s administration team, which has not changed, has received training from the state’s school improvement office, which has proven effective.

As part of the shift, Franklin and Prairie Heights middle schools will change the way students are taught. The schools will blend two styles of teaching that are in vogue.

First, students will receive personalized instruction from a teacher, assisted by digital learning software. Second, students will also work either individually or in teams to solve “real-world problems” on a regular basis.

“These schools have students with some important needs,” said Greeley’s deputy superintendent Rhonda Haniford, who helped designed the plan. “It’s more reason to have a personalized curriculum.”

The 21,000-student school district has already contracted with an organization called Summit to provide the digital curriculum and a cache of projects. The organization will also provide training for the school’s principal and teachers.

Haniford acknowledged that when struggling schools make major shifts it can be difficult, and sometimes student learning fall even further behind. But she said Summit is providing regular training for teachers and principals.

“The district made an intentional decision to support the turn around of these schools,” Haniford said, adding that she was hired last year as part of that effort. “This is one of my top priorities.”

chancellor chat

Chancellor Betty Rosa hits back on criticism that New York is abandoning education reform

PHOTO: Monica Disare
Chancellor Betty Rosa, center, at a recent Board of Regents meeting.

New York has moved sharply away from innovative education reforms with “bewildering and humbling speed.” That’s what Robert Pondiscio of the conservative-leaning Fordham Institute wrote in an op-ed posted earlier this month on the organization’s website.

Here in New York City, he writes, Mayor Bill de Blasio is ushering in the “bad old days” by pumping money into struggling schools and relaxing school discipline.

At the state level, Governor Andrew Cuomo and other state officials, after trying to pack too many reforms into a short period of time, have largely backed away from education reform. That coupled with the growing opt-out movement and the departure of New York State Chancellor Merryl Tisch, Pondiscio wrote, spurred the end of an “era of high standards and accountability for schools, teachers, and those who train them—an era that never entirely gained traction in New York.”

New York State Chancellor Betty Rosa hit back Thursday with her own piece for the Fordham Institute, saying that she “could not disagree more.” She argues that focusing on high-stakes testing is not synonymous with having high standards — and that while her standards take a different form, they are no less rigorous.

For example, she cites the Board’s decision to jettison the controversial Academic Literacy Skills Test as part of teacher certification. While Pondiscio blasts the move, Rosa says New York’s certification process remains among the country’s most stringent. “We simply eliminated a costly and unnecessary testing requirement that created an unfair obstacle for too many applicants,” she writes.

Her op-ed is part of a broader push by the Board of Regents to articulate a new vision of accountability that moves away from a strong focus on New York state’s much-maligned 3-8 math and English tests. She and the Regents seem eager to convince critics that those changes do not, in the end, represent a watering down of the goals the state sets for its students.

“We need an opposite narrative,” Rosa said in an exclusive interview with Chalkbeat. She sees her job as not simply setting high bars, she said, but more importantly, “building the steps” to help students succeed.