Building Better Schools

How convincing teachers they could be ‘great’ helped transform this Indianapolis school

PHOTO: John Leyba/The Denver Post

A Speedway elementary school that was once known as the worst school in the its district was honored today for academic performance by the Indiana Department of Education.

Allison Elementary School was one of two schools recognized as Indiana’s 2016 National Title I Distinguished Schools — an honor that principal Jay Bedwell attributes to a positive school culture.

“It took me three years to change the culture in the building so that these teachers actually understood that they were capable of being great teachers,” said Bedwell who came to the school more than a decade ago when it was known as the worst of Speedway’s four elementary schools. Students would transfer to other schools, it was failing academically and the police were regularly called about discipline issues, he said.

The school faces challenges: More than 71 percent of students are poor enough to qualify for meal assistance and more than one in five students are learning English.

But during Bedwell’s time as principal, the school got a new influx of funding from the federal government, and he has used most of that money for tools to track student progress and to hire an instructional coach and three instructional assistants who work with small groups of kids to get them up to speed.

That work is paying off: Despite its challenges, the school is thriving, and it exceeds the state and district average passing rate on the ISTEP. Assistant Superintendent Patti Bock said that the high test scores are particularly impressive because both students who are behind and those who are excelling show strong improvement.

“I know that those teachers work really hard,” Bock said. “It doesn’t matter what day you walk through that school. You are going to see loving, caring people and kids excited that they can do the work.”

In some ways, Allison is a small town school in the midst of a big city, said Bock.

Speedway is such a geographically compact district that instead of taking buses, students walk or drive the short distance to school. There are regular family nights at the school, and younger students know who their teachers will be in later grades.

In addition to Allison, Gavit Middle and High School in Hammond was also honored by the state today for its work closing the achievement gap.

“I am honored to recognize two exceptional schools today for their commitment to providing high-quality support and instruction to Hoosier students,” said Glenda Ritz, Indiana’s Superintendent of Public Instruction.  “I applaud the hard work of the dedicated educators, students and families of Allison Elementary and Gavit Middle/High School on this distinguished achievement.”

red carpet

#PublicSchoolProud has its Oscar moment as ‘La La Land’ songwriter shouts out his schools

Songwriter Justin Paul at the 2017 Academy Awards, where he credited his public school education in his acceptance speech for best song.

The recent movement to praise public schools made it all the way to the Academy Awards stage Sunday night.

Justin Paul, one of the songwriters for the movie “La La Land,” credited his public school education during his acceptance speech.

“I was educated in public schools, where arts and culture were valued and recognized and resourced,” Paul said after winning the Oscar for best song. “And I’m so grateful for all my teachers, who taught so much and gave so much to us.”

Paul attended public schools in Westport, Connecticut, where he graduated from Staples High School. The school was also recognized in a recent documentary about its history as a rock venue in the late 1960s. Students recruited The Doors, the Yardbirds, and several other bands to play in the school’s auditorium.

The Oscars stage shoutout comes as people across the country have begun praising their own public schools on social media. The #PublicSchoolProud movement is a response to new U.S. Education Secretary Betsy DeVos, who has advocated for policies that let students leave public schools for private and charter schools.

survey says

How accessible are New York City’s high schools? Students with physical disabilities are about to find out

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

Michelle Noris began her son’s high school search the way many parents of children with physical disabilities do: by throwing out most of the high school directory.

She knew her son Abraham would only have access to a few dozen of the city’s 400-plus high schools because of significant health needs, despite being a bright student with a knack for writing.

“I tore out every page that didn’t work in advance of showing [the directory] to him,” Noris recalls.

Even once they narrowed the list of potential schools, they still couldn’t be sure which schools Abraham — who has cerebral palsy and uses a wheelchair — would be physically able to enter. The directory lists whether a school is considered partially or fully accessible, which, in theory, means that students should have access to “all relevant programs and services.”

In practice, however, the situation is much more complicated. “We had schools that are listed as partially accessible, but there’s no accessible bathroom,” said Noris, who is a member of the Citywide Council on Special Education. Some “accessible” schools might not have water fountains or cafeteria tables that accommodate students with mobility needs. A school’s auditorium could have a ramp, but no way for a wheelchair-bound student to get up on the stage.

Most of that information is not publicly available without calling a school or showing up for a visit — a process that can be time-consuming and demoralizing. But now, thanks in part by lobbying from Noris and other advocates, the city has pledged to begin filling the information gap. The education department will soon release more detailed information about exactly how accessible its high schools are.

Based on a 58-question survey, the city is collecting more granular data: if music rooms or computer labs are accessible, for instance, or whether there’s a slight step in a library that could act as a barrier. The survey also tracks whether a student in a wheelchair would have to use a side or back entrance to make it into the building.

“Sometimes, [parents] actually have to visit four or five of our schools to see if their child could get to every area of the school that’s important to them,” said Tom Taratko, who heads the education department’s space management division. “We didn’t think that was right.”

Virtually every physical amenity will be documented, Taratko said, down to whether a school has braille signage or technology for students with hearing impairments.

Education department officials are still fine-tuning exactly how to translate the city’s new accessibility inventory into a user-friendly dataset families can use. Some of the new information will be made available in the high school directory, and the results of each school’s survey will be available online.

Officials said the new data would be provided in “the coming weeks” for all high schools in Manhattan and Staten Island. The rest of the city’s high schools should be included before the next admissions cycle.

The survey will help identify which schools could be made accessible with relatively few changes, Taratko explained. “Everything — our shortcomings, our strengths — everything will be out there.”

The decision to release more high school accessibility data comes less than two years after a scathing U.S. Department of Justice investigation revealed “inexcusable” accommodations in elementary schools.

Many of the city’s school buildings were built before the Americans with Disabilities Act became law, and despite committing $100 million in its current five-year capital budget to upgrades, many schools are still not accessible. According to 2016 data, the most recent available, just 13 percent of district and charter schools that serve high school grades are fully accessible. About 62 percent are partially accessible, and 25 percent are considered inaccessible.

Making accessibility data public could help change those numbers, said Maggie Moroff, a disability policy expert at Advocates for Children who has pushed for greater transparency and praised the initiative.

“Once it’s out there, there’s so much more self-advocacy a parent can do,” Moroff said. “Then they can make requests about specific accommodations.”

Greater transparency is just one step in the process. Moroff hopes the city will consider taking students’ physical disabilities into account during the admissions process so that academically qualified students get preference for accessible schools. Once students arrive, she added, they must be welcomed by the school community.

“There needs to be much more work to hold the schools accountable to actually welcoming those students,” Moroff said. “It has to go hand in hand with making renovations and making accommodations.”

Even though the data comes too late for Noris, whose son submitted applications to just two high schools out of a possible twelve due to accessibility constraints, she is optimistic future families will have an easier time navigating the process.

“They didn’t say, ‘We’re going to do this over the next ten years.’ They said, ‘We’re going to do this in two years,’” Noris said, noting that she hopes more funding is allocated to upgrade buildings. “I think it’s a real example of the Department of Education hearing the needs and being willing to act on it.”