head count

DOE likely to increase class size targets, official says

The city’s Department of Education will likely lift the ceiling on class sizes this year, a department official said today.

DOE chief operating officer Photeine Anagnostopoulos told the City Council education committee this morning that it was realistic to expect the city to “adjust” its class size targets. How dramatic the increases will be is still unclear, she said.

“We have to go back and do some more homework,” Anagnostopoulos said.

Anagnostopoulous’ comments came during a hearing on the department’s use of state Contracts for Excellence funding. The funds are given to school districts that prove they will spend the funds in six key areas, one of which is class size reduction.

As part of the legal settlement that established the funds, the city was required to adopt a five-year plan for class size reduction. Under that agreement, which the state approved in 2007, the city planned to reduce class size to around 20 students in kindergarten through third grade, around 23 students in grades four through eight by the 2011-12 school year.

That plan was made under the assumption that the amount of state money would increase each year, Anagnostopolous said. This year, in the face of a severe budget deficit and looming cuts, the state froze the funds and planned to grant the city the same amount it received last year.

“Now we have two years with no new money,” Anagnostopolous said.

Anagnostopoulos said that though the total amount of Contracts for Excellence funding will remain constant this school year, how the money is spent will change.

A growing number of principals have decided to spend their funds not on reducing class size, but in one of the program’s other key areas, Agnostopolous said.

“It’s likely that the combination of budget cuts and rising costs created a situation where principals felt that other strategies would be more effective and achievable than class size reduction,” she said. She later pointed to an increase in funding for programs for English language learners as an example of where principals may be redirecting their spending.

Leonie Haimson, executive director of the non-profit Class Size Matters, disputed this claim in testimony later in the hearing. She pointed to responses to her organization’s survey of principals that suggests many principals believe their large class sizes prevent them from providing a quality education to their students.

Anagnostopoulos spent much of the rest of the hearing defending the department’s handling of the public comment process on how the funds should be spent. While most school districts in the state held their mandatory hearings on the funds over the summer, the city DOE delayed their hearings until after the school year began.

Anagnostopoulos defended the decision to hold the hearings later in the year, saying that it did not make sense to hold hearings on the funds until after the overall city budget was set.

She added that the move was intended to increase public participation in the hearings, though she said the department had not compiled numbers on how many people attended the hearings, which took place at the first meeting of each local district’s Community Education Council.

A representative of the group that brought the lawsuit which resulted in the state funds said that was no excuse for delaying the hearings. “The time line really makes a mockery of the process,” said Helaine Doran, deputy director of the Campaign for Fiscal Equity.

The hearing also resurrected a debate over whether the city is using the state funds to supplement its own budget, or using the state funds instead of allocating city money to areas like class size reduction. Under the state legislation establishing the fund, the city is required to use the funds “supplement, not supplant” its own spending, which Anagnostopolous said the city was doing.

Doran and Eric Weitman, the New York City advocacy director for the Alliance for Quality Education, charged that the city had cut more from the budgets of the highest needs schools. The result, they said, was that the Contracts for Excellence funds are being used to fill in the gaps.

“We think supplanting is still on the table here,” Doran said.

The Alliance for Quality Education made the same argument in a new report on how the city is using its Contracts for Excellence spending, timed to coincide with the hearing. The report is not available on the AQE website, but here it is in full:

change up

Just as Lower East Side integration plan takes off, superintendent who helped craft it steps down

PHOTO: Christina Veiga
Carry Chan, left, will become acting superintendent in District 1 when Daniella Phillips, right, leaves this month to join the central education department.

The longtime superintendent of the Manhattan community district where parents pushed for a plan to desegregate the local schools is stepping down just as the plan gets underway.

After a decade at the helm of District 1, which includes the Lower East Side and East Village, Superintendent Daniella Phillips is leaving to join the central education department, Chalkbeat has learned. During the yearslong campaign for an integration plan, Phillips acted as a liaison between parents and the education department, which finally approved a new admissions system for the district’s elementary schools this fall.

She will be replaced by Carry Chan, who has also played a role in the district’s diversity efforts as the interim head of a new Family Resource Center, an information hub to help district parents sort through their school options. Chan takes over as acting superintendent on Dec. 18.

The leadership change comes at a crucial time for the district, which also includes a portion of Chinatown. Parents are currently applying to elementary schools, marking the first admissions cycle under the new enrollment system. Under the system, schools give certain students admissions priority based on their economic status and other factors, with the goal of every elementary school enrolling share of disadvantaged students similar to the district average.

It will be up to the new superintendent to help schools recruit and welcome a greater mix of families, and to help steer parents towards a wider range of schools. Advocates hope the district can become a model for the city.

“There is a torch that needs to be carried in order to really, fully execute,” said Naomi Peña, president of the district’s parent council. “The next superintendent has to be a champion for the mission and the cause.”

During heated public meetings, Phillips tried to keep the peace while serving as a go-between for frustrated integration advocates and reluctant education department officials. The tensions sometimes boiled over, with advocates directing their anger at Phillips — though they were eventually won-over and endorsed the final integration plan.

In her new role, she will oversee school consolidations as part of the education department’s Office of School Design and Charter Partnerships. In District 1, Phillips helped steer three such mergers, which often involve combining small, low-performing schools with ones that are higher achieving.

“It has been such a joy and privilege to be District 1 superintendent for over 10 years, and I’m excited for this next chapter in the district and my career,” Phillips said in an emailed statement.

Chan is a former principal who launched the School for Global Leaders, a middle school that focuses on community service projects and offers Mandarin classes. Last year, she joined the education department’s Manhattan support center, where she helped schools form partnerships in order to learn from one another.

Since October, Chan has served as the interim director of District 1’s Family Resource Center, which is seen as an integral part of making the new diversity plan work. Families must apply for seats in the district’s elementary schools, which do not have attendance zones like other districts. The family center aims to arm families with more information about their options, in the hopes that they will consider schools they may not have previously.

“I think we’re all really passionate about this plan and we really want this to work,” Chan said. “Communication is the key, and being transparent with how we’re progressing with this work.”

ATR Update

New York City sent just 41 unassigned teachers to schools after predicting up to 400 placements

After announcing a plan to place up to 400 teachers without permanent jobs in schools with openings this fall — potentially over principals’ objections — the New York City education department ended up placing just 41, according to figures released Thursday.

The placements are part of a city effort to shrink by half the pool of teachers who receive full salaries and benefits despite having lost their full-time positions due to disciplinary or legal issues, or because schools where they worked were closed or lost enrollment. The pool, known as the Absent Teacher Reserve, cost the city nearly $152 million last school year.

In September, just over 1,200 teachers were in the pool — a 20 percent decrease from the start of the previous school year, department officials said. The officials attributed the reduction to a hiring incentive that subsidized the salaries of teachers the schools agreed to hire permanently, and a severance package given to over 100 teachers who retired or resigned this summer.

In recent months, principals with open positions have hired 359 of the unassigned teachers — including 205 on a provisional basis, who will only be kept on if they receive good job ratings. The other 113 teachers were hired permanently under a deal where the department will subsidize their salaries through mid-2019.

Randy Asher, the education department official tasked with shrinking the pool, said the city would work to find placements for more unassigned teachers this school year, though he could not say how many. He added that the city would try whenever possible to have principals voluntarily hire the teachers rather than be assigned them.

“We’ve been working to make matches of their own choosing,” Asher told Chalkbeat. “We’re going to continue to work with principals on a case by case basis.”

None of the 41 teachers assigned to schools had faced legal or disciplinary cases, officials said.

Typically, teachers in the reserve pool rotate among schools on a monthly basis, often serving as substitutes. But under the new assignment policy, the teachers — who started at their new positions in November — will remain in the same school for the full academic year.

Officials said the year-long placements will allow the teachers to participate in school trainings and be evaluated by their principals. Those are rated “effective” or “highly effective” on their evaluations will be permanently hired by their schools, the officials said.

The city’s earlier projection of 300 to 400 placements was based on expected school vacancies, but officials said that some of those vacancies turned out to be for teachers on leave who are due to return soon or for spots that no longer need filled due to declining enrollment.

It’s also possible the smaller-than-expected number of vacancies could reflect principals scrambling to fill or otherwise hide their vacant positions before Oct. 15, after which the city was to begin assigning them teachers.

After the placement plan was announced in July, some principals said it would take away their freedom to hire whomever they choose and could saddle them with ineffective teachers. Among 822 teachers in the reserve at the end of last school year, 12 percent had been rated “ineffective” or “unsatisfactory” in 2015-16, compared to just 1 percent of teachers citywide, according to city data.

Critics also worried the plan would send subpar teachers to struggling schools, since they are most likely to have openings.

The schools where the 41 teachers were sent include a high school that is part of the city’s “Renewal” program for low-performing schools. Taken together, the schools enroll a higher share of poor students and a lower share of students who passed the state exams than the city average, according to an analysis released by The Education Trust – New York, an advocacy group that had criticized the city’s teacher-placement plan.

“This raises major equity concerns,” said Ian Rosenblum, the group’s executive director, in a statement.

Despite advocates’ fears, some principals welcomed the teachers. Department officials said the principal of the Renewal high school, the Coalition School for Social Change in Manhattan, asked to be sent a teacher from the pool. And the principal of a Bronx school said it struggled to find a qualified special-education teacher before the city assigned it one.

“I don’t know if I got lucky, but it worked out,” said the principal, who spoke on condition of anonymity. “My dawning perception of folks who are ATRs is give them a job, give them a clear role, and hold them accountable — and they mostly do it.”

The reserve pool grew under former Mayor Michael Bloomberg, who struck a deal with the teachers union that gave principals more power to make hiring decisions but prevented teachers from being fired. As the Bloomberg administration aggressively closed schools, the number of unassigned teachers swelled even as the union resisted efforts to cap the length of time educators could remain in the pool.

In 2014, Schools Chancellor Carmen Fariña promised not to use “forced placement of staff” as a way to shrink the ATR pool. Officials argue that the current policy does not qualify as forced placement because teachers are only sent to schools with open positions and the assigned teachers cannot bump others from their positions.

In October, Fariña said principals should “take a chance” on unassigned teachers.

“But if there’s one who you really feel should not be in any school — not just in your school,” she added, “then we’ll support you.”

The schools that were assigned teachers are spread among 20 of the city’s 32 local districts, with the largest — Manhattan’s District 2 — receiving the most teachers (6). Below are the schools where they were sent:

Manhattan

P.S./I.S. 217 ROOSEVELT ISLAND
BATTERY PARK CITY SCHOOL
BUSINESS OF SPORTS SCHOOL
THE HIGH SCHOOL FOR LANGUAGE AND DIPLOMACY
HIGH SCHOOL OF ECONOMICS AND FINANCE
INDEPENDENCE HIGH SCHOOL
COALITION SCHOOL FOR SOCIAL CHANGE
P.S. 092 MARY MCLEOD BETHUNE
P.S. 133 FRED R MOORE
P.S. 197 JOHN B. RUSSWURM
MOTT HALL HIGH SCHOOL

Bronx

BRONX DESIGN AND CONSTRUCTION ACADEMY
P.S. 011 HIGHBRIDGE
P.S. 199X – THE SHAKESPEARE SCHOOL
THE NEW AMERICAN ACADEMY AT ROBERTO CLEMENTE STATE
NEW DIRECTIONS SECONDARY SCHOOL
BEDFORD PARK ELEMENTARY SCHOOL
P.S. 041 GUN HILL ROAD
P.S./M.S. 11X498 – VAN NEST ACADEMY
FREDERICK DOUGLASS ACADEMY V. MIDDLE SCHOOL

Brooklyn

P.S. 003 THE BEDFORD VILLAGE
CITY POLYTECHNIC HIGH SCHOOL
PS 059 WILLIAM FLOYD
P.S. 147 ISAAC REMSEN
KHALIL GIBRAN INTERNATIONAL ACADEMY
P.S. 191 PAUL ROBESON
SCIENCE, TECHNOLOGY, AND RESEARCH EARLY COLLEGE HS
P.S. 219 KENNEDY-KING
I.S. 285 MEYER LEVIN
FDNY – CAPTAIN VERNON A. RICHARDS HIGH SCHOOL
EAST NEW YORK MIDDLE SCHOOL OF EXCELLENCE
P.S. 164 CAESAR RODNEY
MOTT HALL BRIDGES ACADEMY

Queens

P.S./I.S. 087 MIDDLE VILLAGE
PIONEER ACADEMY
GOLDIE MAPLE ACADEMY
P.S. 015 JACKIE ROBINSON
P.S./M.S. 147 RONALD MCNAIR
P.S. 127 AEROSPACE SCIENCE MAGNET SCHOOL