Takeaways

The day after: What we learned at last night's turnaround hearing

A teacher from Lehman High School testifies at Thursday's Panel for Educational Policy meeting. The panel voted to close and reopen Lehman.

Here are seven things you should know about last night’s Panel for Educational Policy meeting, in case you don’t have time to read the live-blog we maintained for more than six hours as the panel weighed whether to approve “turnaround” closure plans for 24 schools.

1. There’s a new form of school closure in town. Usually, when the Department of Education decides to close a school, it embarks on a multi-year process of phasing out the old school and phasing in a new school, or multiple new schools, in its place. The department has used this process well over 100 times in the last decade and has said it results in stronger student performance. This process is what the panel okayed in February, when it signed off on plans to close or shrink 23 schools.

Turnaround is a little different. It speeds up the process so phasing out and in happen at the same time, essentially overnight. It remains to be seen whether years of transition or rapid change can be judged to be more effective at boosting student achievement. The city turned to turnaround this year to make schools eligible for federal funds. But if the city determines that turnaround has advantages over phase-out, the city could use it again in the future.

2. But turnaround isn’t really as new as Mayor Bloomberg made it out to be. On the dais, Chancellor Dennis Walcott said that a panel resolution to prohibit turnarounds was inaccurate because it stated that the reform initiative was unknown in New York City. In fact, Walcott said, the city has used turnaround before –  but to a lesser extent. They also have never called their reform efforts turnaround, a term that comes from the Obama administration’s school reform vocabulary list.

What they have done is close low-performing schools and open new ones in their place that serve all of the same grades and students. When that has happened, in some elementary and middle school overhauls, the principals of the new schools have been bound to hire from the old schools’ staff in accordance with the same clause in the city’s contract with the teachers union that the city is invoking in the turnaround schools.

Walcott pointed out that one of his deputy chancellors, David Weiner, had actually overseen a turnaround school when he was the principal of the now-closed P.S. 314 in Sunset Park. Weiner closed down the school and reopened it as P.S. 503 The School of Discovery.

“I want to change the misinformation that’s saying it hasn’t been done,” Walcott told Dmytro Fedkowskyj, the Queens representative who authored the resolution. “It has been done.”

3. A hearing just isn’t the same without the UFT’s involvement. In the past, the union has chartered buses from all over the city to PEP meetings to make sure the full range of opposition is represented from teachers working in schools being affected by panel votes, and organized dissent has resulted. But this month the union not only cancelled the buses, it sat out of the panel meeting entirely, creating a scattered presence of teachers who attended on their own initiative.

Close to 100 teachers and supporters were at the union’s rally earlier in the day, but the vast majority of them went home after drying off at the union headquarters. Without a critical mass of people, the teachers who did trek to Prospect Heights sometimes found their messages lost amid the sea of organized charter school supporters who turned out to testify on co-locations up for a vote.

In fact, only a fraction of the schools on the turnaround list were represented at all, and only one representative of the seven middle schools at risk — a principal who would be replaced under turnaround — spoke out. Only about two dozen students attended and parents were even less plentiful.

The largest and most contingent at the meeting came from two charter school networks, Democracy Prep and Success Charter, who both brought buses of supporters to back co-location proposals before the panel. For a time during the public comment period, one could forget that turnaround was on the agenda at all.

4. But we haven’t heard the last from the union. Just days after Mayor Bloomberg announced the turnaround plan in January, UFT President Michael Mulgrew left little doubt about how the union planned to respond. “If the Department of Education tries to implement changing these schools from their current status, we will be taking appropriate legal action,” Mulgrew said at the time.

Last night, we saw that the union is dotting all its i’s in preparation for a lawsuit.

Vice President Leo Casey was the only union official to appear at the hearing after most stayed away to protest the panel’s pro forma votes. Why did he make the trek to Brooklyn? “I just want to make an official objection for when we sue them,” Casey said.

A union official said this morning that a lawsuit would not be filed today. The official would not say whether the union had a timeline for lodging a legal complaint.

5. Panel members aren’t just sitting silently before they vote. Critics often mock the panel’s mayoral appointees as “puppets” who do little besides keep their seat warm and wait until it’s time to vote “yes.” The mayoral panelists all voted yes in accordance with Mayor Bloomberg’s wish, doing little to curb the criticism.

But in a departure from the norm, a majority of the mayoral appointees were visibly grappling with the proposals before them.

“I know the panel members want us to engage,” said the first mayoral appointee to ask a question, Jeffrey Kay. Kay asked Deputy Chancellor Marc Sternberg to repeat some of the key points of the proposal: “Outside of the change of the name of the school and the possible elimination of poor teachers, what else is this program going to do?”

Sternberg was patient, but he also seemed weary as he rehashed the policy points that had already occupied the panel for five hours. “I’ve already said some of this,” Sternberg began.

After hearing Sternberg’s explanation, Kay expressed disbelief that anyone would oppose turnaround and criticized Manhattan representative Patrick Sullivan for calling the plan “barbaric.” Sullivan in turn chided Kay for not understanding some of the complexities of the proposal.

“Maybe if you had actually read the plans” you’d understand it better, Sullivan said. Sullivan was one of several panel members to request the city’s application to the state for federal turnaround funding, and he had spent the days before the meeting poring over more than 800 pages of plans. The city barred the panel members from discussing the applications publicly because they are not final.

Judy Bertgraum, who was appointed earlier this year, said that in her 30 years of working in education in Queens schools, many of the schools on the turnaround list had long been struggling. “The issue with these schools have been there” for years, she said. “I see this as an opportunity that’s never come before. This doesn’t come very often.”

Joan Correale, who became a panel member just in time for the meeting, said her daughter’s Bronx high school had undergone something like turnaround. The process led to principal turnover, but in the end the school was a better place, she says. (Correale had previously served on the panel as the appointee of the Staten Island borough president.)

And Brooklyn’s Gitte Peng said she wanted to know what the DOE’s communication plan was for making sure students and parents understood all of the changes that were about to take place over the next several months. “One concern is the potential for confusion on the part of kids and parents in the community for what next year will bring,” she said.

6. The city thinks good teachers are worth millions of dollars. Deputy Chancellor Marc Sternberg emphasized that point after multiple panel members, including Fedkowskyj, expressed disbelief that principals would choose to jeopardize their chances of winning millions of dollars in federal funds. Schools are eligible for the funding only if they replace 50 percent of teachers who have been on staff for more than two years, a quota that DOE officials have repeatedly said principals are not required to follow.

“Our direction to them is hire the best possible staff as they can and if that means they are hiring more than 50 percent of their staff then that’s exactly what they should do,” Sternberg said again at the meeting.

Fedkowskyj challenged that talking point. He said he could envision a scenario where principals, lured by money for their schools, would justify a decision not to rehire teachers in order to reach the 50 percent benchmark.

Sternberg quickly interjected and said the money should have no bearing on hiring decisions, even if one teacher stands in the way of reaching the 50 percent quota.

“Any principal that turns down one talented educator, they are making the wrong decision,” Sternberg said.

7. Here are the schools that will undergo turnaround:

Alfred E. Smith CTE High School, Bronx
August Martin High School, Queens
Automotive High School, Brooklyn
Banana Kelly High School, Bronx
Bread & Roses Integrated Arts High School, Manhattan
Bronx High School of Business, Bronx
Flushing High School, Queens
Fordham Leadership Academy, Bronx
Herbert Lehman High School, Bronx
High School of Graphic Communication Arts, Manhattan
I.S. 339, Bronx
J.H.S. 22 Jordan L Mott, Bronx
J.H.S. 80 Mosholu Parkway, Bronx
J.H.S. 142 John Philip Sousa, Bronx
J.H.S. 166 George Gershwin, Brooklyn
John Adams High School, Queens
John Dewey High School, Brooklyn
Long Island City High School, Queens
M.S. 126 John Ericsson, Bronx
M.S 391, Bronx
Newtown High School, Queens
Richmond Hill High School, Queens
Sheepshead Bay High School, Brooklyn
William Cullen Bryant High School, Queens

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.”