turnaround tales

At one school, turnaround news called surprising, low on details

Students at the High School of Graphic Communication Arts work on web-design projects Jan. 9.

When the city unveiled its school closure proposals last month, the High School of Graphic Communication Arts was not on the list. So students and staff there were surprised to learn last week that their school might well be closed in June after all.

Many students walking to the Manhattan school’s Hell’s Kitchen building this morning said they were primed for a typical school day, despite the news that Graphics, which received an F on its most recent progress report, would be one of 33 schools to undergo the “turnaround” process this year. Under that plan, which Mayor Bloomberg announced in his State of the City speech last week, the school would reopen in September with a new name and at least 50 percent of the current teachers gone.

Brendan Lyons, the school’s first-year principal, said the news was “definitely a surprise for our organization and our community,” but said he would wait for more details from the city before commenting on potential changes in store for the school.

If the turnaround plan is approved by the State Department of Education, Lyons would be eligible to stay on. But along with a team of educators and union officials, he would be responsible for selecting a new staff, drawing on current teachers for exactly half of the slots.

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

He added, “Right now we are in the dark, but hopefully in the next week this picture will go from black and white into color.”

Ashley, an 11th-grader who asked to keep her last name private, said teachers at Graphics discussed the turnaround model with students on Tuesday and shared a letter from Chancellor Dennis Walcott outlining the changes the school could expect.

“They said it was going to be a new and improved school, that it will be better,” she said. “But I think it’s going to be the same thing. It was sad to hear that they’d lose their jobs.”

Gamalier Aquin, also in 11th grade, said the school has already made positive strides under Lyons’s leadership, but he doubted that the Turnaround would have a large impact, whether or not it spells the end of some teachers’ jobs.

“The new principal, he’s great. He is in the hallways now, he shows up in classes. The other principal I didn’t even know,” Aquin said. “Honestly, if it’s just changing the name and the number, I’m not sure.”

Even before the turnaround announcement, Graphics was in the process of phasing out its longstanding printing program. Melissa Silberman and Vanda Belusic, Department of Education officials who support career and technical education schools, told me today that the program was unlikely to lead to jobs, so the school is focusing instead on other fields, such as photography and graphic design, that are expanding. They declined to comment on how the school’s turnaround and staff turnover could affect its career curriculum offerings.

Pre-K outcomes

New York City’s latest pre-K quality data includes success stories — and room for improvement

PHOTO: Rob Bennett/Office of Mayor Bill de Blasio
Mayor Bill de Blasio visits Sunnyside Community Services Pre-K in Queens on March 14, 2014.

At P.S. 276 Louis Marshall, there’s a “hand-to-hand” policy for pre-K students: Parents come straight to the classroom to drop off and pick up their children, who pass directly from the hands of their caregivers into those of their teachers.

Along the way, parents are encouraged to read a book with their child — classroom libraries are stocked with titles in parents’ native languages, like Arabic and Haitian Creole — or chat with a teacher about their child’s progress.

Principal Yasmine Fidelia says that has been the secret to becoming one of the most-improved pre-K programs in the city. According to data released this week by the city Department of Education, P.S. 276 in Canarsie, Brooklyn jumped from 2.6 to 4.6 on a 7-point scale. That is well above the 3.4 threshold to be considered an effective program.

“The parents and the teachers were able to work more closely because we have a hand-to-hand policy,” Fidelia said. “It just made it easier to form a relationship.”

As New York City raced to make free pre-K available for all 4-year-olds, fulfilling Mayor Bill de Blasio’s vision, observers have worried about whether quality could keep up with access. On Tuesday, the city released a second round of pre-K data that shows there is plenty of room for improvement — but also that some centers seem to have benefitted from the Department of Education’s emphasis on teacher training and curriculum.

Citywide, 84 percent of the sites evaluated between 2013 and 2016 earned a 3.4 or higher — up from 77 percent of the sites evaluated between 2012 and 2015. The tool — the Early Childhood Environmental Rating Scale – Revised — relies on a three-and-a-half hour observation and assesses things like teachers’ interactions with their students and whether kids get enough time to play.

P.S. 335 Granville T. Woods, on the border of Bedford-Stuyvesant and Crown Heights, Brooklyn, also showed an impressive leap in scores.

The program’s initial review found that teachers needed to work on building their students’ language skills. With the help of an instructional coach who visits twice a month and an on-staff coach that the school dips into its own budget to fund, teachers learned how to encourage deeper conversations with and among their students.

Principal Karena Thompson said she can see the difference. Now, teachers will listen to their students speak and follow up with questions like, “How do you know that?” or “What makes you think that?”

“We’re trying to make sure that the conversation and the language we use strengthens their thinking,” Thompson said. “They’re naturally so curious, so you want to tap into that.”

While city officials have touted the overall improvement across Pre-K for All sites, an analysis by Families for Excellent Schools — a pro-charter group and fierce critic of the city’s Department of Education — found much to criticize.

In order to meet demand quickly, the city relied on both private organizations and existing public schools to provide pre-K seats, with a split that is now roughly 60/40 private vs. public. FES found that privately-run centers are far more likely to be rated “excellent” or “good,” according to the most recent year of ECERS-R data.

Their analysis found that 93 percent of privately-run sites were rated “good” or “excellent,” while only 84 percent of sites run by the Department of Education received those top ratings. The group also reported that city-run programs were far more likely to be rated “poor.”

The performance gap between private and public pre-K centers actually grew six times larger since 2015, according to the advocacy group.

Devora Kaye, a spokeswoman for the Department of Education, called the FES report “grossly misleading.” FES only looked at the most recent scores, which Kaye said does not reflect a representative sample of all sites. The report also ignored another evaluation tool used by the department, under which DOE-run pre-K sites perform slightly better, she added.

“The latest data shows that we’ve built quality along with access,” Kaye wrote in an email. “NYC programs’ improvement is on par with nationally recognized pre-K programs.”

deconstructing devos

How New York City’s education world is reacting to Trump education secretary nominee Betsy DeVos

Betsy DeVos

In the hours before and after Betsy DeVos appeared for her Senate confirmation hearing, New York City’s education community began asking how Trump’s education secretary nominee could affect the largest school system in the country.

Their reactions are varied. Some — including United Federation of Teachers President Michael Mulgrew — have sounded the alarm that DeVos’s stated interest in expanding school choice could strip funding from traditional public schools.

Others expressed concern that DeVos appeared to not grasp certain key features of federal education policy related to students with disabilities and how student performance is evaluated.

Meanwhile, the head of the city’s largest charter network said DeVos is the right pick for the job.

Here are some of the more notable reactions:

Educators for Excellence, an organization that helps teachers get involved in education policy, pointed out that DeVos has little experience in public schools and there are a number of key issues — such as school segregation and teacher evaluations — where DeVos’s position is still unknown.

“Given the fact that she has no experience as either a teacher or school administrator, we are distressed by the lack of details offered by Ms. DeVos as to how she will address some of the many challenges facing our public education system,” Evan Stone, an E4E cofounder, said in a statement.

In a press conference before the confirmation hearing, Mayor Bill de Blasio said that a voucher program, which DeVos has lobbied for at the state level across the country, would be a difficult sell.

“There is a tremendous feeling for public education in this country, including in rural districts, including in red states, and anything that might undercut resources for our public schools is going to meet with a lot of opposition,” de Blasio said at the Young Women’s Leadership School of Astoria, according a transcript. “Just look at the whole movement nationally on some of the high-stakes testing issues, and it tells you a lot. So I think it’s a real concern, but I don’t think it will be easy if [DeVos] is confirmed.”

United Federation of Teachers President Michael Mulgrew, a de Blasio ally, was more convinced that if DeVos were confirmed, federal policy could potentially reshape the local education landscape. If private and religious schools are able to cherry-pick students from the public school system, he said, public schools would increasingly serve only the students who aren’t admitted to private school or are more expensive to educate.

“She believes that a market system is the only thing that should be allowed,” Mulgrew told Chalkbeat on Wednesday. “The people who are in it for the money don’t want [high-need] students.”

Advocates for Children, which helps secure services for students with disabilities and low-income families, expressed concern that DeVos appeared to be confused about how the Individuals with Disabilities Education Act works.

“It is really troubling for Ms. DeVos to say that enforcement of the rights of students with disabilities should be left to the states,” AFC Executive Director Kim Sweet wrote in an email to Chalkbeat. “Even though she seemed to correct herself when she heard that a federal law guarantees these students their rights, her remarks show an inclination toward minimizing the federal role that could leave students with disabilities very vulnerable.”

Alliance for Quality Education, a union-backed statewide advocacy group, expressed concern about DeVos’s record of supporting public financing for private schools and deregulation of the charter sector.

“Here in New York, we’ve ​seen firsthand that billionaires involved in ​our ​public schools push for privatization despite a lack of oversight or accountability. The tens of millions of children in our public schools across this nation deserve a secretary of education that will lead with their best interest in mind. DeVos’s track record has proven otherwise,” Advocacy Director Zakiyah Ansari wrote in a statement.

But not all of the reaction was skeptical. Success Academy CEO Eva Moskowitz, who leads the city’s largest charter network and was herself floated as a possible education secretary, threw her support firmly behind DeVos.