space wars

Brooklyn parents bring concerns to heated co-location hearing

Judy O'Brien, the librarian at two schools in the building the city has proposed for a new charter school, speaks against the co-location plan. (Video below.)

Tensions ran high at the city’s first charter school co-location hearing of the year Tuesday night as advocates and opponents of the city’s plan to open a new Success Academy school in Brownstone Brooklyn packed the proposed site.

Officials from the Department of Education and SUNY’s Charter School Institute defended plans to add Brooklyn’s third Success Charter Network school to a four-story Cobble Hill building that already houses three other schools, saying that the building has space for all four schools.

The charter school would admit 80 to 90 kindergarten and first-grade students in 2012 and grow by one grade per year until becoming a kindergarten through 5th-grade school.

According to the DOE official in charge of new schools, Deputy Chancellor Marc Sternberg, enrollment at the charter school would ultimately increase to somewhere between 500 and 640 students, and the total number of students in the building would climb to 1,400 or more.

“That would bring the school to 108 percent occupancy,” he said.

In response, a member of the sometimes-rowdy audience who said he was a teacher and was later ejected by police after he shouted inappropriate words called out, “Where do you want the kids to learn, the bathrooms? Where do the other 8 percent go to class?”

Sternberg acknowledged that the charter school would grow too large for the building in 2016, when it would add fifth grade for the first time. He said the department had plans for the fifth grade to open at a separate site but emphasized that the Baltic Street building “is being contemplated as a long-term siting” for Cobble Hill Success. A second site could allow the school to grow should it choose to apply for an expanded charter to serve middle school grades.

“That is not unusual,” Sternberg said of the plan.

Educators and community leaders lobbed questions about the complications that co-locations raise and questioned whether the school would be better off in another Brooklyn district.

Members of District 15’s Community Education Council who led the first half of the meeting pressed the SUNY Charter Institute’s staff attorney, Tom Franta, to explain whether the school, which was approved for District 13, could legally open in District 15 instead as is now planned. Franta said it would be acceptable for the school to change locations within the borough without gaining new approval from SUNY.

But he said the school would need to seek approval from SUNY if it choses to eliminate the “at-risk design factors” in its charter, which features a lottery system that privileges low-income students and English Language Learners from Districts 13 and 14. The school has indicated to SUNY that it would seek those changes to its admissions system “at a later date,” Franta said.

Opposition to the co-location came throughout the four-hour-long meeting from teachers and families that attend the two secondary schools that inhabit the building, regular activists, and District 15 CEC members. The building also houses a small school for students with severe disabilities.

“I’m actually very much in favor of charter schools,” said Eddie Rodriguez, a member of CEC 15. “The charter that was authorized was to serve high-needs kids. Placing this particular charter here will not serve that need.”

Sternberg disputed the claim, voiced throughout the evening, that District 15 does not have high-needs students for the charter school to serve.

“We are geographically located near Red Hook; we are geographically located near a set of housing projects,” he said. “We believe this charter school has a record and a real commitment of serving high needs.”

A Success Charter Network school that opened this year in another neighborhood with many middle-class families and high-performing schools, the Upper West Side, 40 percent of students qualify for free or reduced-price lunches.

Sternberg emphasized that District 15 students will have preference to gain seats at the new charter school, even though its current charter does not include this focus in its admissions process.

“This is going to be a district school of choice. It will attract families from across the district,” he said. “Upper West Side Success has 96 percent of families from District 3. Based on that track record we are quite certain that this organization will recruit District 15 and serve District 15.”

Teachers and families from the two schools said they are afraid splitting shared spaces three ways would squeeze instructional and lunch time.

“Our gym, our library, our cafeteria — these are spaces that within the building are already maxed out,” said Clare Daley, the technology teacher at the School for Global Studies, which jumped from an F report card grade to a B this year after low-performance brought federal “transformation” funds. “We are looking forward to expanding enrollment. … With this progress, why then would the DOE want to put another school in this building?”

Sternberg promised that the co-location would not negatively impact programs at the schools, which together offer special instruction in music, culinary arts, and creative writing.

Several students commended the small schools’ more intimate tone during the public comments portion of the hearing.

“Do you guys ever double check?” School for International Studies sophomore Alex Alvarez asked DOE officials. “Do you understand how hard it is to have a classroom of 30-35 students?”

Before the hearing, a half-dozen parents who said they live in District 15 rallied in the rain outside the Baltic Street building to support the charter school plan.

Jenna Sternbach, who lives nearby and has three children under the age of 5, said she prefers the creation of a Success Academy to the alternative proposal that has been floated by some community members in recent weeks, which would have an early childhood center open in the building to alleviate some of the demand for kindergarten options in the school.

“Success isn’t just a K through 1 option,” she said. “You’re not going to be scrambling to find a good middle school. You’re secure from kindergarten through eighth.”

Top 10

From forest preschools to a secret apology, here are Chalkbeat Colorado’s must-read stories of 2018

PHOTO: Ann Schimke/Chalkbeat
Megan Patterson works with children to make a dam in a creek during a recent "forest school" class.

We spend a lot of time at Chalkbeat chasing the news to keep our readers informed about controversial policy changes, fast-moving debates, and late-breaking decisions.

But we also relish the opportunity to dig deep into issues affecting students and families, shine light on innovative ideas, and hear from dedicated educators making a difference. With that in mind, we’ve gathered 10 of our best stories from 2018.

These stories don’t necessarily chronicle the biggest education issues of 2018, from teacher walkouts to unprecedented state interventions. But they are stories we think are important and insightful, and that we enjoyed reporting and writing. We hope you enjoy reading them.

No walls: Forest preschools let kids run free, but can they change to reach diverse families?

One day this past summer, about a dozen children frolicked by a Jefferson County creek — making pretend tea in small metal buckets, and building dams with sticks and mud.

They were students at Worldmind Nature Immersion School, where children spend all their time outside. So-called forest preschools like Worldmind are beloved by many families but face significant regulatory and logistical barriers in expanding their footprint nationwide. Here in Colorado, a pilot program could lead a new kind of child care license designed for them.

And being licensed could help the schools confront another problem: a lack of diversity among their students. Read more.

Colorado was never ranked 46th for teacher pay. Does this change the debate?

It was an oft-cited statistic: that Colorado, despite its booming economy, ranked 46th in the nation for teacher pay. The eye-popping number found its way onto social media posts and signs at massive teacher rallies last spring. News outlets latched on to it, too.

But it was wrong. Colorado was actually ranked 30th in the nation.

Our story breaks down how the mistake happened (hint: a new data system, an unrevised report) — and how groups with different agendas seized on the snafu to score points. Read more.

This is the letter of apology that Adams 14 leaders never sent

The Adams 14 district in Commerce City is arguably the most troubled and low-performing in Colorado. Just last month, state officials directed Adams 14 to hire an external manager to oversee the district’s operations for at least the next four years.

Back in September, Adams 14 officials considered taking a rare step: saying sorry to the community. But an apology letter was never signed nor sent out.

Chalkbeat obtained a copy of the letter, which makes mention of “various and conflicting priorities, coupled with constant turnover and organizational disarray.” Read more.

Rising test scores and dwindling trust: Denver’s Tom Boasberg leaves a complicated legacy

Colorado’s largest school district experienced a big change this year when longtime leader Tom Boasberg announced he would step down after nearly 10 years in Denver Public Schools.

Because of his school improvement strategies — some of which were controversial and heightened tensions with the community — the district that the new superintendent, Susana Cordova, will inherit in January is vastly different than it was a decade ago.

One tangible difference: Schools that once served as anchors of the community but struggled academically have been closed or replaced. That disappearance was on display on one of Boasberg’s last days, when he held his cell phone close to his mouth and enunciated each word so his GPS would understand his direction: “Montbello High School.” Read more.

Parents in one Aurora high school are visiting classrooms and giving teachers feedback

Like many schools in Colorado, Aurora’s Rangeview High School has a test score gap between white and black students. But the assistant principal there came up with a unique way to try to address it: by inviting black parents to visit classrooms and observe how students are — or are not — engaging with the teacher’s lesson, and then provide suggestions for improvement.

“We give true and honest feedback,” said one parent involved, “if they looked or appeared comfortable, how they interacted with the environment, the temperature of the room.”

Although the assistant principal considers the African American Parent Committee an experiment, she said it’s generating uncomfortable but necessary conversations. Read more.

How education reform became a wedge issue among Colorado Democrats this election year

For years, more moderate Democrats, often working in unison with like-minded Republicans, championed education reform efforts ranging from school choice to holding educators accountable for student performance.

But partly because of backlash against President Donald Trump and his education secretary, those strategies no longer fly with many Democrats — especially left-leaning Democrats who see them as undercutting public education and devaluing the work of teachers.

That sentiment was palpable in Colorado’s Democratic gubernatorial primary, and could shape the next legislative session, which starts in January. “Education is the issue that really stands to divide the left in a very substantial way,” one observer said. Read more.

How a Colorado school district turned things around at 10,000 feet above sea level

School improvement efforts look a little different high in the Rocky Mountains. While many of the strategies used by the 1,000-student Lake County school district are familiar to urban settings, they’ve been retrofitted to meet the needs of a district that’s 100 miles west of Denver.

For example, instead of firing teachers and principals who weren’t accelerating student learning fast enough, the district adopted a new curriculum and gave its teachers lots of training.

“The belief that the people are the problem is wrong,” the superintendent said. “Our teachers are professionals, and we believe in them. We’re proving that there is a framework or a pathway for rural schools to improve that’s about building capacity within your own community.” Read more.

7 things to know about how Colorado schools punish their youngest students

After state lawmakers rejected a bill to limit the use of suspensions in the earliest grades, Chalkbeat wanted to know more about the early childhood discipline landscape in Colorado. Data from the Colorado Department of Education revealed several trends.

Among them: Young black boys are suspended at disproportionate rates. Some rural school districts have the highest early childhood suspension rates in the state.

And despite nationwide debate about the impact of harsh discipline on young children and local efforts to bring the numbers down, suspensions in the early grades are actually going up. Read more.

In Denver’s gentrifying neighborhoods, some middle-class parents are avoiding the school down the block

Many neighborhoods in Denver are gentrifying, with middle-class families moving into what have historically been working-class communities. That type of demographic shift could easily lead to neighborhood schools that are more integrated by family income and race.

But that doesn’t always happen in Denver. Instead, data show that wealthier families – more often than low-income families – are using Denver Public Schools’ universal school choice process to send their kids to schools elsewhere in the city.

That’s a problem because research shows integrated schools boost test scores for students from low-income families without lowering the scores of those from wealthier ones. Denver officials want to see those benefits, but allowing parents to choose may be thwarting them. Read more.

Why this Colorado principal hand delivers birthday cards to more than 2,000 students and staff

Northglenn High School Principal Sharee Blunt is Colorado’s 2018 School Principal of the year — but perhaps even more impressive is the enormous number of birthday cards she hand delivers each year. If you’re one of those people who can barely remember your spouse’s birthday, you’ll be floored by Blunt’s annual feat.

In our interview with Blunt, part of Chalkbeat’s “How I Lead” Q&A series with distinguished school leaders, she talks about what she realized after a mother’s emotional reaction, and why she gave a teacher a pass during a lesson that went awry. Read more.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.