naomi smith

As the city pushes collaboration, demo schools fine-tune their tips

Christina Cordell, a director for the Showcase Schools program, works with Central Park East II Principal Naomi Smith, right, at conference on Tuesday.

Naomi Smith and her team at Central Park East II knew that their early-education methods worked. To demonstrate, they opened their doors to visitors from other schools last year, pointing out how time spent playing with blocks and Play-Doh helped the school’s youngest students learn and develop.

But there was one problem: Outsiders weren’t convinced.

“When people first came in, they were like, this is what your kids do all day?” said Smith, the school principal. “What is this?”

How to react to, and move past, that kind of disconnect was among the topics raised during a brainstorming session this week for New York City’s “Showcase Schools,” an initiative that debuted last October and required schools to offer tours to educators from other schools. City officials will announce Wednesday that the program is expanding to 27 schools, up from 20 — one of a number of growing collaboration programs that have become emblematic of Chancellor Carmen Fariña’s vision for improving the city school system.

Next year, about 220 schools will belong to one of four programs operated by the department’s Office of Interschool Collaborative Learning, representing roughly 14 percent of the school system. And workshops like the one held this week indicate that city officials are paying increasing attention to ensuring that the collaboration efforts are productive, as a few of those programs enter their second or third rounds this fall.

Disseminating good ideas through school visits is the central premise of three of the four programs. Schools in the Showcase program can draw visitors from any school who are interested in a specific concept the city has flagged as the school’s strength (Central Park East II’s is early education). In two versions of the city’s “Learning Partners” program, between three and eight schools form groups that visit each other’s schools.

The office is “growing in its reach because it speaks to the chancellor’s philosophy,” said Phil Weinberg, the deputy chancellor for teaching and learning, “which is rather than compete, we collaborate.”

The fourth program, the Middle School Quality Initiative, is one that Fariña inherited from the Bloomberg administration and is focused on helping schools improve literacy for middle-school students. That initiative, primarily designed for schools with large percentages of black and Hispanic students who qualify for lunch subsidies, is also set to expand from 87 to 108 schools, officials said.

While the middle school initiative is well-established, the Showcase schools, which began with 17 schools in October, belong to a program that is still developing, a process on display Tuesday. At dozens of small tables, discussions ebbed and flowed as principals and teachers imagined what visitors would want to get from tours at their schools.

“What will make visitors leave excited but not overwhelmed?” Milo Novelo, the department’s senior director Showcase Schools, asked the audience.

The schools were chosen for a wide range of strengths. P.S. 69 Vincent Grippo’s tours will focus on its arts curriculum, while Lower Manhattan Community Middle School was flagged for the way its teachers visit one another’s classrooms.

Three chronically struggling schools in the city’s school-turnaround program are also participating: P.S. 154 Jonathan D. Hyatt, J.H.S. 22 Jordan L. Mott, and P.S. 298 Dr. Betty Shabazz. Officials said they would be tasked with explaining their efforts to work with their local communities and how they have created a “sense of urgency” around improvement to other struggling schools.

At Central Park East II’s table, Smith and a colleague huddled with six others. The school was picked to showcase its “work time” period for pre-kindergarten through second grade, during which students work in different areas of a classroom that prompt students to paint, learn about class pets, or play with blocks, among other activities. The idea is to keep the activities unstructured and allow children to choose what they want to do, which Smith said leads to interactions students need as they acquire language.

“How would people know how to get that started?” asked Ellis Scope, an instructor at the Bank Street College of Education.

“I think showing that this can apply to all types of students, all different levels — which I know it does — I think that might be important,” said Patty Williams, a staff member in the office overseeing superintendents. “Because a visitor might say, well, this won’t fit the demographic of my school, this would never work at my school.”

As the meeting wrapped up, the educators returned to how they could avoid the confusion of Central Park East II’s first visits. Some suggested recording video of students talking about what they do during “work time” or providing case studies that illustrate how the format has worked for students with different learning needs.

Smith noted that the last tour she hosted was the best one. By then, she had started priming visitors by emailing them information about the model before the visit, then handing out a fact sheet when they arrived.

“By the last visit, we were like, this is so easy,” Smith said.

This article has been updated to include Milo Novelo’s title and the full name of the office that operates the Showcase Schools program.

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.