breaking news

City pulls seven schools with top ratings from turnaround plans

Just days after telling the state that it wanted to “turn around” 33 schools, the city has knocked that number down to 26.

Department of Education officials notified principals at seven of the schools with top grades on the city’s internal assessment of school quality their schools would no longer be slated for turnaround.

Turnaround is a federally prescribed school reform process that requires half of teachers to be replaced. In the model the city is using in order to win federal funds, the schools would have been closed and reopened with new names and new staffs this summer. The department had been criticized roundly for proposing to turn around seven schools that had met the city’s own benchmarks by receiving A’s or B’s on their annual progress reports.

The city’s shocking about-face comes less than a week after the city submitted formal applications to the state for approval and just hours before one of the schools on the list, Brooklyn’s School for Global Studies, was set to have a public hearing about its closure. Another school on the list, Harlem Renaissance High School, had a closure hearing last week.

In addition to Global Studies and Harlem Renaissance, the five other schools no longer slated for turnaround are William E. Grady Career and Technical High School, Franklin Delano Roosevelt High School, I.S. 136, William Maxwell Career and Technical High School, and Cobble Hill School of American Studies.

Chancellor Dennis Walcott said in a statement that department officials had concluded the schools could improve without radically overhauling their staffs.

“After careful consideration, including school visits from my leadership team, we have come to believe that these schools have strong enough foundations to improve — and today, I have decided that we will not move forward with proposals to close and replace these seven,” Walcott said in a statement.

Walcott said the department would “continue to support these schools in their growth,” but it was not immediately clear whether schools would receive the same level of additional funding that they would have received under turnaround or would be able to carry out the improvement plans submitted to the state. Five of the schools received millions of dollars in 2010 and 2011 under less aggressive overhaul strategies, and many of their principals credited their rapid improvement to the funds.

Regents Chancellor Merryl Tisch said she was surprised but “delighted” by the news — provided that the city continues to assist the schools that were pulled off the turnaround list with extra funds.

“I applaud the city for taking a more thoughtful approach to the use of the turnaround model,” she said. “Turnaround was never meant to capture schools that had clearly shown patterns of improving. The last thing we want to do is disturb a school that’s in an improvement pattern. I am deeply gratified by the city’s ability to judge these schools on their own merits.”

Tisch had twice visited at least one of the top-rated schools, Grady, and proclaimed that it was headed in “a fine direction.” During her second visit, she brought along State Education Commissoner John King, who must approve the turnaround applications if they are to receive federal funding.

Reached by phone today, Grady’s principal, Geraldine Maione, said she would inform her teachers about the change tomorrow. “God is good,” she said.

UFT President Michael Mulgrew, who has been a vocal opponent of the turnaround plans, said the switch underlined the union’s critiques about the city’s school accountability metrics.

“The idea that A and B schools deserved to be closed made a mockery of the DOE’s system, as the agency has apparently now realized,” he said in a statement, adding that some of the other schools on the list also do not meet the city’s criteria for closure. Schools with three consecutive C grades are eligible for closure under the city’s rules, but 13 schools on the turnaround list with C’s on their most recent progress reports had received higher grades in the previous two years.

Mulgrew also urged the city to find ways to help the other 26 schools that are not being removed from the turnaround list. Most of them had been undergoing less aggressive processes known as “transformation” and “restart” — processes that did not require any teachers to be replaced — before Mayor Bloomberg announced the turnaround plan in January.

“There are 26 other schools that have improvement strategies in place,” Mulgrew said. “The focus should now be on helping make those plans a reality, rather than mindlessly closing schools that can and should be fixed.”

Teachers at the schools pulled off of the list reacted with a mixture of shock and relief. The removal caps a tumultuous three-month period in which the schools lost federal funding when the city and UFT failed to agree on new teacher evaluations for them; were proposed to close despite passing grades on the city’s own metrics; and saw their principals participate in a planning process that would have reshaped their offerings and staff rosters.

“This year especially has been so insane that it’s hard to know what’s happening moment to moment,” said a teacher at the Cobble Hill School of American Studies about the latest news. “It’s hard to know how to feel.”

The teacher said Cobble Hill teachers were already scheduled to find out at a faculty meeting Tuesday who would be the school’s principal next year. Now the faculty meeting is likely to contain very different news.

The city will continue to hold closure hearings for the 26 schools remaining on the list while waiting for King’s decision about whether to fund their turnaround overhauls. Two of the schools, Grover Cleveland High School and Herbert H. Lehman High School, have their hearings today.

“Obviously Cleveland is not on the list. This is very disappointing for us but we will not give up,” Diane Rodriguez, a Cleveland senior, told classmates and supporters at a rally before the school’s hearing. “Tonight we will show that we have a voice and will not give in.”

second chance

An embattled Harlem charter school that serves kids with disabilities will be allowed to keep its middle school — for now

PHOTO: Alex Zimmerman
Opportunity Charter School

A Harlem charter school will be allowed to keep its middle school next school year, despite the fact that top city education officials have repeatedly ruled that it is too low performing to stay open.

That decision offers at least temporary relief for Opportunity Charter School, which has been embroiled in a dispute with the education department since March. The disagreement centers on whether city officials properly took into account the school’s students — over half of whom have a disability — when it judged the school’s performance.

The city’s education department, which oversees the school as its charter authorizer, tried to close the middle school and offered only a short-term renewal for the high school when the school’s charter came up for review earlier this year. The school appealed that decision, and was denied late last month.

But the education department is backing down from its position — at least for now. That reversal appears to be based mostly on logistics: A Manhattan Supreme Court judge has temporarily blocked the closure through at least mid-July in response to a lawsuit filed by the school and some of its parents last month, complicating the process of finding students new schools outside the normal admissions cycle.

“Students always come first, and given where we are in the school year, we will allow the middle school grades to remain open in 2017-18,” education department spokesman Michael Aciman wrote in an email on Thursday. Still, he noted, the department will continue to push to close the middle school in the future.

Kevin Quinn, a lawyer representing Opportunity Charter, said the city’s decision was the only responsible one, given that the school has already held its admissions lottery and made offers to parents.

“This is a wise decision by the [education department],” Quinn wrote in an email, “and [we] appreciate their acknowledgment that placement of this population at this time would be significantly disruptive.”

language proficiency

Educators working on creating more bilingual students worry new state requirements aren’t high enough

A second grade class at Bryant Webster K-8 school in Denver (Joe Amon, The Denver Post).

Colorado educators who led the way in developing high school diploma endorsements recognizing bilingual students worry that new legislation establishing statewide standards for such “seals of biliteracy” sets the bar too low.

Two years ago, Denver Public Schools, Eagle County Schools and the Adams County School District 14 started offering the seal of biliteracy to their students. The three districts worked together to find a common way to assess whether students are fluent in English and another language, and recognize that on high school diplomas. Advocates say the seal is supposed to indicate to colleges and employers that students are truly bilingual.

A bill passed by state legislators this year that will go into effect in August sets a path for districts that want to follow that lead by outlining the minimum that students must do to prove they are fluent in English and in another language.

According to the new law, students must meet a 3.0 grade point average in their English classes and also earn a proficient score on the 11th grade state test, or on Advanced Placement or IB tests. For showing proficiency in the second language, students can either earn proficient scores on nationally recognized tests — or meet a 3.0 grade point average after four years of language classes.

Although educators say the law sends a message of support for bilingual education, that last criteria is one part of what has some concerned.

“It allows for proficiency in a world language to be established solely by completing four years of high school language classes,” said Jorge Garcia, executive director of the Colorado Association for Bilingual Education. “Language classes in one school district may have a different degree of rigor than they do in another.”

The second language criteria should be comparable to the English criteria, several educators said. In the requirements set by Denver, Eagle County and Adams 14, students must at a minimum demonstrate language proficiency through a test score, or in some cases with a portfolio review and interview if a test is not available.

The three districts also catered their requirements based on what each community said was important. In Adams 14 and in Eagle schools, students must perform community service using their language skills. Students also have to do an interview in both languages with a community panel.

“Our school district team developed the community service criteria because we wanted our kids to have authentic practice in their languages,” said Jessica Martinez, director of multilingual education for Eagle County Schools. “We also wanted students to be a bridge to another community than their own. For example, one group of students created academic tutoring services for their peers who don’t yet speak a lot of English. Another student started tutoring her mom and her parents’ friends so they could get their GED.”

The state law doesn’t require students to do community service. But it does allow school districts to go above the state’s requirements when setting up their biliteracy programs.

“Thoughtful school districts can absolutely address these concerns,” Garcia said.

Several school districts in the state are looking to start their own programs. In March, the school board for the Roaring Fork School District in Glenwood Springs voted to start offering the seal. Summit School District also began offering the seal this year.

Leslie Davison, the dual language coordinator for Summit, said that although her program will change in the next year as she forms more clear requirements around some new tests, she will continue to have higher requirements than the state has set.

This year her students had prove proficiency in their second language by taking a test in that language. They also had to demonstrate English proficiency through the ACT. In addition, students did oral presentations to the community in both languages.

“Their expectations aren’t as high as mine are,” Davison said. “We’ll probably stay with our higher-level proficiencies. I do have some work to do in terms of how that’s going to look for next year, but I certainly don’t want to just use seat time.”

Meanwhile, the districts that started the seal are increasing their commitment to biliteracy so as many students as possible can be eligible to earn seals in the future.

The Adams 14 school district in Commerce City is using Literacy Squared, a framework written by local researchers for teaching students to read English by strengthening literacy in the native language. The program is being rolled up year by year and will serve students in 34 classrooms from preschool through fourth grade in the fall.

In Eagle County, Martinez said parents have shown such a strong demand for biliteracy that most elementary schools are now dual language schools providing instruction to all students in English for half of the school day and in Spanish for the other half.

Both districts are also increasing the offerings of language classes in middle and high school. The options are important for students who are native English speakers so they too can become bilingual and access the seal. For students whose primary language is not English, the classes can help ensure they don’t lose their primary language as they learn English.

Of Eagle’s 25 students who graduated with a seal of biliteracy this year, 17 were native Spanish speakers and eight were native English speakers.

“We want all kids to see their bilingualism is an asset,” Martinez said. “It’s huge for them.”