open house

District leaders look under the hood of a Success Academy

PHOTO: Geoff Decker
School leaders from charter and district schools visited Success Academy Harlem 5 on Thursday.

At Success Academy Harlem 5, students were under a microscope on Thursday — though that wasn’t out of the ordinary for its elementary schoolers.

In most of the school’s classrooms, clipboard-toting assistants make sure students stay on task. Standing off to the side as students work, they praise and critique at a near-constant clip.

“Put the text flat on your lap,” one assistant told a student in a reading class on Thursday, taking notes. “That’s a check.”

The practice, known as “narrating,” is one of the many ways that the Success Academy school works to keep students focused during the school day. The meticulous attention paid to the details of student and teachers’ behavior — alternately credited with the network’s high test scores and derided as too regimented — was on display for 20 principals and administrators who attended a tour and training session hosted by Success, the city’s largest charter school network.

Some were from district schools, and the public invitation was seen as a gesture toward greater collaboration from Success and also as a chance to score some political points. Success schools have a history of clashing with district schools with which they share city-owned buildings, and Mayor Bill de Blasio and his allies have criticized charter schools for not serving their fair share of high-need students. City officials have repeatedly said that charter schools need to open their doors and do more to share best practices.

“Keeping in mind that charter schools’ original purpose was to share innovative practices, we also need them to come to the table and tell us what they’re doing,” schools Chancellor Carmen Fariña said this week.

But most of the morning in Harlem felt comfortably distant from the political maelstrom that can seem permanently attached to Success Academy and its founder Eva Moskowitz, who has waged a public battle with de Blasio over his ambivalence over charter schools.

School leaders from 41 charter schools and 22 district schools signed up to visit one of two Success schools that were part of the tours, a spokesperson said. They came from the city’s other large charter networks, like Uncommon, KIPP and Achievement First, and from as far away as Albany. The group even included the principal of a district school that shares space with a Success Academy in the Bronx.

“We get along,” said the principal, who despite her friendly relationship with Success asked that her name not be used. “But it’s good to come and see if somebody is doing [something] different.”

Michaela Daniel, a top education policy adviser to Deputy Mayor Richard Buery and who formerly served as director of operations of an Uncommon charter school, also attended.

The visitors probed all aspects of the growing elementary school,where 97 percent of 165 third- and fourth- graders earned a proficient score in on the state math exams and 68 percent earned a proficient English score last year, when city averages were 34 percent in math and 29 percent in English. Of last year’s test-takers, 92 students were third-graders and 73 were in fourth grade.

Principal Khari Shabazz, right. is an active participant in lessons when he's observing teachers at Success Academy Harlem 5.
PHOTO: Geoff Decker
Principal Khari Shabazz, right. is an active participant in lessons when he’s observing teachers at Success Academy Harlem 5.

In focus was Success’ feedback-obsessed culture, in which someone was frequently assisting the assistants. On Thursday morning, assistant principal Lavinia Mackall stepped in to tell the rookie teacher taking notes in the reading class that he was narrating a bit too loudly.

“I noticed that he was speaking in a tone that was almost as loud as the instruction that was going on,” Mackall recalled after.

During a guided reading portion of another English class, Principal Khari Shabazz interrupted and asked a teacher to repeat her instructions to make her directive more “kid-centered” before the class turned to work.

She had initially begun by saying, “‘When I am reading, I am going to be thinking about,’” Shabazz said. “So I told her just to rephrase and make sure that they are part of that conversation.”

What made that kind of interaction possible without disrupting the lesson, Shabazz and teachers said, was the school’s rigid structure. Classes are meticulously planned, and teachers huddle beforehand to consider how students might get stuck.

The real-time feedback caught the visitors’ attention.

“I usually sit back  and let the teacher go through the lesson and then we conversate after,” said Lynn Staton, who has served as the principal of P.S. 36 in southeastern Queens for nine years. “But I do see the value of standing next to the teacher and moving along with them.”

Also on display was the school’s approach to discipline, something for which Success schools have been criticized. If a student tallies up enough checks on the assistant teacher’s clipboard, he or she must spend time away from the class. One student, who a teacher said had refused to complete a worksheet, was told to remain seated at his desk in the back of the classroom as his peers moved to a work on a rug at the front of the room.

Discipline on display: A student in a Success Academy Harlem 5 classroom was told to stay seated while the rest of the class worked out a math problem on the rug.
PHOTO: Geoff Decker
Discipline on display: A student was told to stay seated while the rest of his classmates moved to the rug to work on a math problem on the rug.

Most of the school leaders said they were impressed with the back and forth between Shabazz, Mackall, and their teachers, though others questioned whether the students they saw were overly restrained. Several requested access to the school’s schedule and curriculum in order to apply some parts of the Success model to their own schools.

Shabazz ended the morning session with a statement that underscored what stokes the interest in, and controversy around, Success Academy’s schools. Asked about his school’s test scores, Shabazz quickly pointed out that his students outperformed their peers down the hall.

“No disrespect,” Shabazz said, “but just to give you a sense of the school that I share space with, I don’t think more than 3 percent of those kids passed.”

In fact, 4 percent of P.S. 123’s students earned proficient scores in math, and 8 percent earned proficient English scores last year. But to Shabazz, the details were less important than the gap between the two schools’ performance.

“I think it’s important to think about when you talk about what is really possible,” he said.

Success Academy Principal Khari Shabazz’s coaches teachers in real time from Chalkbeat New York on Vimeo.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.