four in 1750

Identifying a weakness, Explore Schools shifts focus to literacy

A group of Explore teachers listen to a teaching training session on cognitive engagement in literacy at Brooklyn College on Wednesday.
A group of Explore teachers listen to a teaching training session on cognitive engagement in literacy at Brooklyn College on Wednesday.

When second-year teacher Alyssa Reyes saw her fourth-graders’ state exam scores, she was surprised. Math was a lot higher than she thought it would be and literacy was lower than she expected, she said.

The Explore Excel Charter School teacher attributed the disparity to the fact that last year her school didn’t have a literacy coordinator, while it had a full-time math coordinator who was “exceptional.”

“She really challenged me as a first-year teacher to not only get good at planning but also be much more reflective about execution and coming back to help students with different learning styles,” Reyes said.

Explore Schools picked up on this network-wide weakness in literacy and has responded by adding full-time literacy coordinators to join the ones in math and increasing the time that teachers have to work together. It is also strengthening its shared literacy curriculum and pushing teachers to tackle bigger-picture goals like “cognitive engagement” in their classrooms.

New York schools have known about the new Common Core standards for nearly three years now and were supposed to tie their instruction to the new standards for the first time last year. But the results of the state tests released earlier this month have made the changes a reality, and educators across the city are spending the waning weeks of summer considering how to adjust their teaching in light of the scores.

At Explore, which convened all teachers for five full days of training this week and new teachers for an additional week, network officials said they had planned a renewed focus on literacy before the test results were released. But the network’s scores — the four schools posted math scores higher than the state and city averages, but fell far short in reading, in keeping with a trend at city charter schools — reinforced that choice.

At the heart of the literacy focus is an overhaul to the network’s literacy curriculum and the way it is delivered. The network has had a single math curriculum for a few years, which has allowed teachers to focus on tailoring lessons to meet students’ needs rather than creating lessons from scratch, said Miriam Barry, the network’s literacy coordinator. Now, the network’s standard literacy curriculum will be augmented with additional materials created by network educators and others. The same will go for the literacy curriculum, she said: Instead of having to waste time hunting down the perfect text, they’ll be able to draw on resources that have already been compiled.

In a network that is still adding grades at most of its schools each year, the more robust curriculum materials will also let new teachers put their energy into how they teach, rather than what they teach, Barry said.

That emphasis will carry over into the network’s new “professional learning communities.” In previous years, teachers would have a 45-minute weekly meeting to plan lessons, but the conversations never went into depth about how the lessons would work or could be better, according to Marni Greenstein, the network’s director of curriculum and instruction. So now literacy teachers will work together in three 45-minute weekly sessions. Math teachers will have one 90-minute weekly meeting.

In these meetings, Greenstein said teachers will be talking about or rehearsing the actual lesson they will teach instead of just planning it. The idea is to help teachers learn from each other and collaborate more.

“Some teachers are really into the theoretical side and then you don’t see it in the classroom. And some teachers are natural and intuitive in the classroom, so we want to get them talking about how they’re thinking about it, and meld that with teachers who are more theoretical so it transfers into practice,” Greenstein said.

The additional scrutiny on what makes lessons work — or fall flat — is meant to allow teachers to strive for more than just academic knowledge among their students. The network has also set a goal of achieving “cognitive engagement,” or essentially getting all students to pay attention and think deeply about the work they’re doing.

In a math training session on Wednesday, Greenstein drew a cloud around the words “Cognitive Engagement” and asked the teachers what it meant to them. The group of Explore teachers shouted out words such as curiosity, ownership, grappling, investment and minds on (as opposed to hands on).

The brainstorm continued for another half hour until Greenstein organized everyone’s thoughts into a single definition: “Cognitive engagement is when all students are constructing and deepening understanding of content for themselves and others. This is evidenced through ‘minds-on’ work where students are synthesizing, grappling, applying and reflecting on content.”

Later, teachers watched videos of math and literacy lessons and pointed out what they observed that indicated students were “cognitively engaged,” and what the teacher could done differently. They also spent time talking about the tension between engaging students and getting through the material they need to cover in the time they have.

Mitha Nandogopalan, a fifth-grade literacy teacher in her second year, said the session made her realize she wants to focus on making her students do more of the thinking.

“Particularly as a new teacher, it’s easy to spend a lot of time thinking about how you’re presenting the material … because that feels like it’s in your control,” she said. “But if you aren’t stepping back and letting students do the work and doing the thinking, you can explain it beautifully and it will not have penetrated their heads.”

Greenstein said that while teachers get excited talking about this kind of learning, it takes a lot of practice to actually make it happen in the classroom, which is why the professional learning communities will play an important role.

And in a nod to the pattern that so often plays out in schools, in which big plans fade as teachers retreat into their own classrooms and the nitty-gritty of the school year gets underway, Barry began the literacy session by telling teachers that Explore’s emphasis on cognitive engagement “is not an initiative.”

“It’s not one of those things we’re going to talk a lot about and then stop talking about it when it gets hard,” she said. “This is how we’re going to reach that excellent instruction for our children.”

the end

A 60-year-old group that places volunteers in New York City schools is shutting down

PHOTO: August Young

Citing a lack of support from the city education department, a 60-year-old nonprofit that places volunteers in New York City schools is closing its doors next month.

Learning Leaders will cease operations on March 15, its executive director, Jane Heaphy, announced in a letter to volunteers and parents last week.

In the message, she said the group had slashed its budget by more than a third, started charging “partnership fees” to participating schools, and explored merging with another nonprofit. But the city pitched in with less and less every year, with no guarantee of consistency, she said.

“This funding volatility has created insurmountable challenges to the long-term viability of our organization,” Heaphy wrote. “We regret the vacuum that will be created by our closure.”

The group — which began as part of the city school system but became its own nonprofit in the 1970s — says its volunteers work with more than 100,000 students in more than 300 schools every year, many of them faithfully. When then-84-year-old Carolyn Breidenbach became the group’s 2013 volunteer of the year, she had been helping at P.S. 198 on the Upper East Side daily for 12 years.

Heaphy’s full message to volunteers is below:

Dear [volunteer],

It is with a heavy heart that I write to inform you Learning Leaders will cease operations on March 15 of this year. This organization has worked diligently over the last few years to sustain our work of engaging families as Learning Leaders, but the funding landscape has become too challenging to keep our programs going. While we have been able to increase our revenues from a generous community of funders, we have ultimately come to the conclusion that without a consistent and significant base of funding from the NYC Department of Education, we cannot leverage foundation grants, individual donors, or school fees sufficiently to cover program costs.

In the face of growing financial challenges, Learning Leaders reduced its costs as thoughtfully as possible — and in ways that did not affect our program quality. Rather, we sought to deepen and continually improve our service to schools and families while eliminating all but the most necessary costs. These efforts reduced our budget by more than 35 percent.

At the same time, we sought greater public support for our work with schools and families across the city. We are grateful to the foundations and individual donors that have believed in our work and provided financial support to keep it going. We were gratified when schools stepped up to support our efforts through partnership fees. While these fees only covered a portion of our costs, the willingness of principals to find these funds within their extremely tight school budgets was a testament to the value of our work.

Throughout an extended period of financial restructuring Learning Leaders advocated strongly with the Mayor’s Office and the DOE [Department of Education] for a return to historical levels of NYC DOE support for parent volunteer training and capacity building workshops. While we received some NYC DOE funding this year, it was less than what we needed and was not part of an ongoing budget initiative that would allow us to count on regular funding in the coming years. Several efforts to negotiate a merger with another nonprofit stalled due to the lack of firm financial commitment from the DOE. Over time, this funding volatility has created insurmountable challenges to the long-term viability of our organization.

We regret the vacuum that will be created by our closure. If you have questions or concerns about opportunities and support for family engagement and parent volunteer training, you can contact the NYC DOE’s Division of Family and Community Engagement at (212) 374-4118 or [email protected].

On behalf of the board of directors and all of us at Learning Leaders, I offer heartfelt thanks for your partnership. We are deeply grateful for your work to support public school students’ success. It is only with your dedication and commitment that we accomplished all that we did over the last 60 years. We take some solace in knowing that we’ve helped improve the chances of success for more than 100,000 students every year. The Learning Leaders board and staff have been honored to serve you and your school communities.
Sincerely,

Jane Heaphy
Executive Director

Rise & Shine

While you were waking up, the U.S. Senate took a big step toward confirming Betsy DeVos as education secretary

Betsy DeVos’s confirmation as education secretary is all but assured after an unusual and contentious early-morning vote by the U.S. Senate.

The Senate convened at 6:30 a.m. Friday to “invoke cloture” on DeVos’s embattled nomination, a move meant to end a debate that has grown unusually pitched both within the lawmaking body and in the wider public.

They voted 52-48 to advance her nomination, teeing up a final confirmation vote by the end of the day Monday.

Two Republican senators who said earlier this week that they would not vote to confirm DeVos joined their colleagues in voting to allow a final vote on Monday. Susan Collins of Maine and Lisa Murkowski of Alaska cited DeVos’s lack of experience in public education and the knowledge gaps she displayed during her confirmation hearing last month when announcing their decisions and each said feedback from constituents had informed their decisions.

Americans across the country have been flooding their senators with phone calls, faxes, and in-person visits to share opposition to DeVos, a Michigan philanthropist who has been a leading advocate for school vouchers but who has never worked in public education.

They are likely to keep up the pressure over the weekend and through the final vote, which could be decided by a tie-breaking vote by Vice President Mike Pence.

Two senators commented on the debate after the vote. Republican Lamar Alexander of Tennessee, who has been a leading cheerleader for DeVos, said he “couldn’t understand” criticism of programs that let families choose their schools.

But Democrat Patty Murray of Washington repeated the many critiques of DeVos that she has heard from constituents. She also said she was “extremely disappointed” in the confirmation process, including the early-morning debate-ending vote.

“Right from the start it was very clear that Republicans intended to jam this nomination through … Corners were cut, precedents were ignored, debate was cut off, and reasonable requests and questions were blocked,” she said. “I’ve never seen anything like it.”