ducks in order

Prep for turnaround process brings principals weekly to Tweed

Principals of many of the schools proposed for radical overhauls this summer have begun trekking each Tuesday to the Department of Education’s headquarters at Tweed Courthouse to prepare.

There, department officials are briefing them on how to shepherd their schools through the next six months during a weekly “Turnaround Schools Institute.” The institute launched several weeks ago, after Mayor Bloomberg announced that 33 schools would be closed and reopened after having their leadership, programs, and teaching staffs shaken up under a federally prescribed process called “turnaround.”

The institute is an adaptation of the “New Schools Intensive,” a six-month training seminar that the department has run for principals of new schools for nearly a decade, according to Marc Sternberg, the department official in charge of school closures and new schools, who himself participated in the new school program when launching the Bronx Lab School in 2004.

The main idea, Sternberg said, is that the principals can work both with Department of Education officials and with other school leaders preparing for an unprecedented school overhaul process this fall. Multiple offices are involved in designing the programming, which borrows also from school overhaul trainings conducted in Chicago and North Carolina’s Charlotte-Mecklenburg district and from efforts by nonprofit groups such as New Visions for Public Schools, which works with some of the city schools proposed for turnaround.

The principals’ first tasks, after getting an introduction to the turnaround concept, were to define their mission and vision for the new school; identify what should be preserved from the old one; and sketch out what to add next year. Some of that thinking made it into the detailed “Education Impact Statements” that the city released this week and some could wind up in the formal turnaround applications that the city must submit to the state in order to get federal funding to support the school overhauls.

At first, the workshops will involve only principals, Sternberg said. But over time, the principals will be encouraged to bring representatives of their support networks or organizations with which their schools have partnered. And once the process to rehire staff begins, members of the school-based hiring committees will be invited, too, Sternberg said.

Principals who are participating in the institute said not every school has been represented at the sessions so far. Under the federal regulations about turnaround, more than a dozen principals would have to be replaced, and some have already been informed that they will not be part of the replacement schools.

A principal who has participated said sessions have begun to touch on the rehiring process and how to craft postings for positions for the new school. Sternberg said all hiring decisions would take place through the 18-D process, set out in a clause of the teachers union contract the city is using to close and reopen the schools. The process requires committees formed jointly between department and teachers union officials to screen teachers who apply to stay on at the schools. But Sternberg said the institute’s work would lay groundwork the committees could use when they are formed later this spring.

The institute will meet through the summer and into the fall, Sternberg said. He also said the department would encourage principals to use any federal funding they receive to bring their entire staffs together for planning and team-building. Because the federal guidelines for turnaround require that at least half of a school’s teachers are replaced, the schools are likely to have many new teachers who will need to be trained. The city has been training a handful of new teachers just for schools that are undergoing comprehensive reform processes, but the 33 turnaround schools could be looking to fill as many as 1,700 positions.

recipe for success

Eva Moskowitz looks back at her turn away from district schools, as she plans for 100 schools of her own

PHOTO: Alex Zimmerman
Eva Moskowitz speaks to students at the 2016 "Slam the Exam" rally.

Eva Moskowitz didn’t always aspire to be a champion of alternatives to the city’s public schools.

During an interview at a Chalkbeat breakfast event on Thursday, the high-profile — and often controversial — CEO of Success Academy Charter Schools explained her evolution from what she described as an “FDR Democrat” who believed the traditional school system was flawed but could be improved to an outspoken critic trying to lead an educational revolution from the outside.

Her transformation didn’t come from “reading Milton Friedman,” the free-market economist, she said. Instead, she described a gradual disillusionment with the traditional school system that began when she was a student at a Harlem elementary school, which she said was effectively “warehousing children,” and continued when she was a city councilwoman scrutinizing the city’s contract with the teachers union. (She claimed the union’s pushback against her contract probe made her feel like she was in one of the “Godfather” films.)

Success Academy is New York City’s largest charter school network, with 46 schools and 15,500 students. The network which mostly serves black and Hispanic children  has extremely high test scores, which critics argue are largely the result of intense test preparation and strict discipline policies that push out the hardest-to-serve students.

Moskowitz and her schools have been the target of criticism from Mayor Bill de Blasio, who made challenges to charter schools a tenet of his first campaign, and Moskowitz a particular target (he said she should not be “tolerated, enabled, supported”). She has fought back fiercely, staging rallies and protests and demanding that de Blasio provide the charter sector with space for its classrooms.

Her clash with City Hall is in marked contrast with that of Michael Mulgrew, president of the city teachers union, who two years ago explained to the audience at a similar Chalkbeat breakfast what it is like to work with an ally in City Hall.

Moskowitz laid out for her breakfast audience her aggressive expansion plans  which she said she intends to pursue despite de Blasio’s resistance. She estimates the charter sector will serve about 200,000 students in four years (out of the total 1.1 million public school students in New York City) and wants to expand Success Academy to reach 100 schools.

Moskowitz recently released a memoir, which is full of personal details about her history and explains the backstory of Success Academy. She remains a pugnacious advocate for her cause, continuing to take on the unions and the mayor, while arguing that parent choice is central to making schools more equitable.

Here are some takeaways from the event, which was held at the Roosevelt House in Manhattan.  

She decided early on that many district schools are failures.

Moskowitz attended a public elementary school in Harlem, where she said she and her brother were the only white students in the school. She described what she calls the “warehousing of children” and dubbed it “expensive babysitting.” When she attended Stuyvesant High School, she said, she had a French teacher who didn’t speak French and a physics teacher who was sometimes intoxicated.

As a teenager, she started helping Cambodian refugees find schools. In the neighborhoods they could afford, the schools were “God awful,” she said, while nicer schools were in neighborhoods out of their price range.

“It did stick with me that you were totally screwed if you didn’t live on the right side of the street,” Moskowitz said.  

She believes unions and their contracts are a big part of the problem.

Ninety percent of schools “are not working at the most basic level,” Moskowitz said, a dysfunction that she argued is partly due to the rules in teacher and principal contracts.

After becoming chairwoman of the City Council’s education committee in 2002, Moskowitz held hearings on every aspect of the school system including toilet paper. But her biggest showdown came when she decided to tackle the teachers union contract, she said.

“It is not a genteel sport when you take on the teachers union,” she said. “I had never felt like I was living a ‘Godfather’ movie before I took on the unions. It was a very scary undertaking.”

She envisions continued growth for the charter sector, but would not be pinned down on how large it would grow.

Though she has aggressive goals to expand Success, Moskowitz wouldn’t say what percentage of the city’s public schools should be charter schools. She called it a “hypothetical debate” and wouldn’t make a prediction for the future, saying she doesn’t have a “crystal ball.”

Parent choice is at the heart of her philosophy.

Moskowitz said parent choice is “fundamental” and the best bet for ensuring school qualify. Parents also are a bulwark, Moskowitz argued, to ensure  that charter schools — which are run by private boards — will be responsive to the public will.  

She also thinks charter schools should be held accountable for results.

Although charter schools are freed from some bureaucracy, they are highly regulated and do not operate in “some libertarian universe,” she said. She said she holds her own schools to account, believing that she should not increase the number of Success Academy schools unless all are high-quality.

She “urged caution” about trying to engineer diversity at charter schools.

Moskowitz thinks districts can “get the social engineering wrong” when they try to integrate schools by methods such as forced admission or busing. Instead, she argued, parents should be the engine that drives integration in charter schools through their ability to choose which schools their children attend.

The city should concentrate on integrating district schools, where admission to most elementary schools is based on the zones families live in, she said.

“I’m not sure we should put our energy into fixing charters on this front when they are already a much more open, accessible system than the zoned system,” Moskowitz said.

WRONG SCORES

Scoring glitch means thousands of Tennessee students got wrong TNReady score

PHOTO: Chalkbeat Photo Illustration

Just when it seemed that this year’s state testing had gone off with minimal hitches, news has emerged that thousands of exams were incorrectly scored.

About 9,400 students in 33 districts across Tennessee received incorrect scores after the testing vendor, Questar, used a scanning program that included an error. That includes Shelby County Schools in Memphis, where the problem affected just over a thousand students at 11 high schools, school board members confirmed on Friday.

An official with the state’s Achievement School District said he wasn’t aware of the issue, but the ASD is one of 33 districts affected, according to the state.

The errors were isolated to English I and II and Integrated Math II tests for high school students, according to an email to school board members.

Shante Avant, chairwoman for Shelby County’s board, said the errors are concerning, especially after the tumultuous rollout of TNReady in 2016.

“Our kids do have to be assessed so we know how best to support them. And there’s a heightened scrutiny with test scores. But when we’re not able to provide accurate information, it breeds mistrust,” she said.

Here are the Shelby County Schools affected:

The state said tests for students in grades three through eight were re-checked and no errors were detected. “All student score results for grade 3-8 are correct and final,” according to a state email to superintendents.

It’s unclear how much the scoring errors might have distorted district averages, which the state reported in late August. About 1,700 of the changed scores statewide affected whether or not a student passed the test. 

“I don’t know if 1,000 out of 10,000 students is going to significantly impact the district,” said Shelby County board member Chris Caldwell. “But we certainly want to make sure they come out as accurate. It’s especially important for the students.”

Several districts, including Shelby County Schools, chose not to include raw TN Ready scores in student report cards, meaning student grades wouldn’t have been affected by incorrect scores. But confusion remains for board members on how exactly this will impact students as well as teachers, who are evaluated based on their students’ exam scores, Caldwell said.

What is clear is that the scores could have implications for historically low-performing schools. This year’s scores were the second year of the state’s new test for high school students — and the state will use them to decide what happens to struggling schools under its new accountability plan to comply with federal law.  

While TNReady results for individual schools haven’t been released yet, district-level scores for high schoolers showed that few were on grade-level in Memphis school districts.

Questar was new to Tennessee test-making this year and was responsible for distributing and scoring the exams. Questar took over following a string of TNReady challenges in the test’s inaugural year. After the online platform failed and numerous delivery delays of printed testing materials, McQueen canceled testing in grades 3-8 and fired its previous test maker, Measurement Inc.

 “Questar takes responsibility for and apologizes for this scoring error,” Chieff Operating Officer Brad Baumgartner said in an email to the state. “We are putting in additional steps in our processes to prevent any future occurrence. We are in the process of producing revised reports and committed to doing so as quickly as possible.”

Here is the full list of district’s affected:

  • Achievement School District
  • Anderson County
  • Benton County
  • Bradley County
  • Bristol City
  • Carter County
  • Cocke County
  • Collierville City
  • Crockett County
  • Davidson County
  • Elizabethton City
  • Giles County
  • Hamilton County
  • Hardin County
  • Henry County
  • Huntingdon Special School District
  • Jackson-Madison County
  • Knox County
  • Lewis County
  • Lincoln County
  • Marshall County
  • Maryville City
  • Monroe County
  • Montgomery County
  • Obion County
  • Putnam County
  • Roane County
  • Rutherford County
  • Shelby County
  • Smith County
  • Sumner County
  • Union City
  • Weakley County

This story has been updated with comments from Shelby County Schools board chair Shante Avant and Questar. We have updated the story with a full list of districts affected.