blurred lines

In some ‘community schools,’ nonprofit staffers emerge as key school leaders

PHOTO: Patrick Wall
Katie Hahn, who works for the nonprofit Grand St. Settlement, is Campos' new service coordinator. The city made a point of giving the coordinators access to the new data tools.

At some of the city’s 130 new “community schools,” new assistant principals seemed to have magically appeared and started sitting in on meetings, popping into classrooms, and hastening down hallways.

At the Green School in Williamsburg, Brooklyn, there is Toby Levine, who led a meeting this month where staffers discussed why certain students were missing class — an injured foot, a late shift at work — and how they should intervene.

Nearby at the Juan Morel Campos Secondary School, Katie Hahn and her staff have helped mediate disputes between students and their families and trained teachers on how to work with traumatized youth.

And at M.S. 50 in Brooklyn, Fiorella Guevara has launched a program that replaces traditional parent-teacher conferences with workshops for parents who are still learning English, while also overseeing the school’s mentorship and after-school programs.

Yet these seeming administrators are not assistant principals at all, but former teachers, nurses, social workers, and others who have assumed a remarkable level of authority at some schools — despite the fact that they work for nonprofits, not the city. Known as community school directors, they are on the front lines of a paradigm shift at these schools.

As certain principals offer them significant leadership roles, the directors are helping blur the line between nonprofit and school, putting a central theory of Mayor Bill de Blasio’s school-improvement initiative to the test: That schools must fully integrate outside groups in order to meet students’ academic and personal needs. It’s a novel arrangement for schools and community-based organizations alike, which have often collaborated on programs or projects, but have rarely joined forces as full partners.

“They’ve been in these silos for so long,” said Megan Hester, an organizer at the Annenberg Institute for School Reform who works closely with many community schools, “and now it’s like, Go get married!”

Fiorella Guevara, the community school director at M.S. 50 in Williamsburg, worked with a student during an art class.
PHOTO: Patrick Wall
Fiorella Guevara, the community school director at M.S. 50 in Williamsburg, worked with a student during an art class.

The community school program started in 2014 with 45 schools that struggled with low attendance, then expanded to include 85 low-performing schools. Each school (or, in some cases, multiple schools in the same building) chose a community-based organization, which worked with the principal to hire a full-time community school director.

The director’s job is to help the school identify its greatest needs — counseling services for students with turbulent home lives? Arts classes to inspire hard-to-reach teenagers? — then hire staffers or bring in other nonprofits to meet those needs. But when paired with receptive principals, ambitious directors have managed to push the boundaries of their role, using their six-figure budgets to plug school funding gaps, helping direct school employees in addition to their own, and serving as key advisors to their principals.

M.S. 50 Principal Benjamin Honoroff relies on Guevara, a former teacher and community organizer, to manage initiatives around attendance, arts education, and family outreach. But he also seeks her input on school policy: He heeded her advice to consult the parent-association president when setting the school’s cell phone policy, and he asked her to take a final look at the school’s high-stakes self-assessment.

“I view her as a co-leader of my school,” he said. “We’re texting each other at all hours of the night and sending emails — it’s that kind of relationship.”

Many directors have been notably successful at getting schools to dig deeper into student data.

The city provided the schools with a new online tool that allows them to quickly review students’ academic and attendance records. After signing confidentiality agreements, the directors were given access to that database. Now, many are helping their schools use the system to flag struggling students and coordinate tutoring, counseling, or home visits.

“It’s not something that, frankly, I would use a lot if I didn’t have Paul showing up for this [attendance] meeting every week,” said Patrick Kelly, principal of Urban Science Academy in the Bronx, about his community school director, Paul Neenos.

Other directors have shifted how school staffers interact with students.

PHOTO: Patrick Wall
Toby Levine, the community school director at the Green School in Brooklyn, helped lead an attendance meeting where staffers used a new student-data system.

Many are spearheading mentorship programs that pair teachers, guidance counselors, and even secretaries with students who are floundering. In many cases, the directors train the school employees on effective ways to check in with students, set goals, and motivate them.

“In its best form,” said Hahn, the director at Campos Secondary School, the community school approach is “a way to build capacity in a school, so it’s not about an outside agency just coming in and plugging in its services.”

In schools where the initiative has taken hold, principals have come to rely on the directors to do much more than run an after-school program or hire counselors.

For instance, Neenos and the nonprofit he works for, Center for Supportive Schools, are helping Urban Science Academy and two other schools in its building develop better ways for teachers to plan lessons together. Neenos also helps the principals prepare the presentations they must give to education department officials showing how they have used data to tackle school challenges.

Toby Levine meets individually with Green School Principal Cara Tait for two hours each week, where they troubleshoot school trends (for example, sagging attendance on field trip days) and plan for the future, like how to welcome next year’s ninth-graders. Levine even dipped into her budget to pay for an instructional coach that the school couldn’t afford.

“These are things I had as ideas,” Tait said, “but I didn’t always have the capacity to bring to fruition.”

Still, some marriages work better than others.

Some of the most effective directors had previously worked in both schools and nonprofits, but others without that background have had to learn more on the job. And while some of the 46 partner organizations that supervise the directors had prior experience managing schools, others had not.

(The groups also vary widely in how much they pay directors. Because the nonprofits have different pay scales, directors’ salaries range from about $40,000 to $90,000 or more even though their responsibilities are largely the same.)

Meanwhile, some principals are more eager than others to delegate duties and make joint decisions with their directors and community-based organizations.

“There are some schools where the principals do seem to have bought into the CBO partnership” and view their directors as a “chief of staff or a right-hand person,” said Emma Hulse, lead organizer for the New Settlement Parent Action Committee, which works with many community schools in the South Bronx. “There are other schools where the principals are like, I didn’t want this person here, and they’re going to push back on everything the CBO says.”

Chris Caruso, executive director of the education department’s community schools office, said that schools had not had a problem finding highly qualified directors, and that all but four of the director positions are currently filled. The nonprofits have enough funding in their contracts to pay the directors’ competitive salaries, he added, which is considered $84,000 on average for a director with a master’s degree.

The city provides monthly trainings to the directors, and Caruso and his 17-person team regularly visit the schools to offer coaching and support. In cases where the partnerships are not running smoothly, his office will intervene and can replace the nonprofit or director — which Caruso said has already happened in a couple cases.

“This is a change in mindset on everyone’s front,” he said. “We’re asking a lot of school leaders, and CBOs, and communities to think differently about these schools.”

“But,” he added, “the vast majority of these relationships have been overwhelmingly positive.”

$1 billion

The tension between CPS enrollment declines and new schools

PHOTO: Tim Boyle/Getty Images
The West Loop neighborhood on the Near West Side is booming with new residents and corporate headquarters.

Chicago plans on opening a handful of schools in the next several years. But for whom?

Chicago Public Schools faces a critical decline in enrollment and is closing or phasing out four more schools on the city’s South Side as a result.

Yet the district just unveiled a new $1 billion capital plan that adds schools: an open-enrollment high school on the Near West Side and an elementary school in the Belmont Cragin community on the Northwest Side. That’s in addition to repurposing two old buildings to open classical schools in Bronzeville on the Near South Side and West Eldson on the Southwest Side.

CPS is soliciting feedback about the plan this Thursday ahead of next week’s board of education vote, but community organizers say the proposal shows a bias toward investments in or near high-growth, gentrifying areas of the city. Some complain the new schools will siphon enrollment and resources from current neighborhood options, and worry the schools are an election-year ploy that will exacerbate or enable gentrification. Others contend that the district’s spending still prioritizes white and mixed communities near downtown and on the North Side as opposed to majority black and Latino communities on the South and West sides.

Despite the criticism, and despite declines in city population and enrollment, CPS said it is taking a neighborhood-by-neighborhood approach to to creating new schools and academic opportunities. In a statement to Chalkbeat Chicago, CPS defended its decision to open new schools, despite enrollment declines, by citing community demand. And CPS CEO Janice Jackson told a room of business and nonprofit executives at the City Club of Chicago on Monday, “we can’t do great work without investing” — and not just in school staff, but in buildings themselves.

At a budget hearing later in the day, Chicago Board of Education President Frank Clark stressed the money was being allocated “with a great deal of focus on local schools that in the past had legitimate reason to feel that they were not prioritized as they should (be).”

The problem, still, is fewer and fewer families are enrolling their students at CPS.

Enrollment is declining at Chicago Public Schools.

The roughly 371,000 students enrolled at CPS this year is a 15 percent decrease compared with the year 2000, when enrollment topped 435,000, according to CPS data. And there’s no sign the numbers will trend upward soon:  The district projects about 20,000 fewer students to enroll in the next three years. The trends mirror population drops in Chicago, which has about 182,000 fewer residents than it did 18 years ago, according to Census data. More than 220,000 black residents have left since the year 2000.

One expert on neighborhood change in Chicago, Alden Loury of the Metropolitan Planning Council, said building new schools shouldn’t be part of a broad policy given the city’s population declines. However, he said new schools may make sense in certain areas.

“You may see pockets within the city where there’s a very clear difference happening,” he said.

Demographer Rob Paral, who publishes Chicago demographic data on his website, said while the city’s population might be down, some parts of the city that have grown, especially areas that are gentrifying and former white ethnic enclaves transformed by Latinos and immigrants.

“Chicago has got these microclimates when it comes to neighborhood change,” Paral said.

You’ll see what he’s saying in Belmont Cragin, a community just west of one of Chicago’s most popular gentrifying communities, where the population has ballooned as the overall city population has dropped.

A new elementary school for Belmont Cragin

Belmont Cragin is a quiet, working-class neighborhood full of single-family brick bungalows and two-flat apartments. Taquerias, Mexican boutiques, hair salons and auto bodies dominate commercial corridors that used to serve more Polish residents, who are concentrated on the northern end of the community.  Since 1990, Belmont Cragin’s population has increased 40 percent to 80,000 and changed from two-thirds white to 80 percent Latino. Paral said Latinos have moved from communities like Logan Square to the east, where gentrification pushed them out, and replaced aging white populations. Latinos have similarly transformed former enclaves for European immigrants on the Southwest Side, like West Eldson and Gage Park.

CPS said in its statement that community groups and leaders in Belmont Cragin advocated for the elementary school, and that CPS “shares these communities’ vision of expanding high-quality educational opportunities to children of all backgrounds.”

CPS wouldn’t say who in the Belmont Cragin community had asked for a new school. It wasn’t Rosa Reyes or Mariana Reyes (no relation). They said their children’s school, Burbank Elementary, is losing students and needing improvements to its roof, heating and cooling systems. The district labels Burbank, like most schools in Belmont Cragin, as efficiently using its space and not yet suffering  from under-enrollment — yet. Still, its student body is shrinking. Latino enrollment at CPS seems to be falling, too. Experts note that immigrants are coming to the city at much lower rates than in the past when they offset black population loss, and that birth rates have declined across the board. 

The mothers said CPS allowed a Noble Charter Network to open in 2014 that exacerbated enrollment declines at Steinmetz High School, and that the same happened to Burbank in 2013, when an UNO charter elementary opened a few blocks west of the school.

Steadily losing students costs Burbank funding, doled out per-pupil. That’s why they the parents don’t support CPS’ new school proposal.

“It will be taking from the local schools,” Rosa Reyes said.

A push for a Near West Side high school

Drive west from Chicago’s central business district and you’ll pass through the Near West Side, one of the city’s 77 official community areas. However, those official boundaries also contain a racially and economically diverse mix of neighborhoods. East of Ashland, you’ll see the West Loop, home to mostly white and affluent residents, pricy condos, trendy restaurants, and a booming business community that includes corporate headquarters for Google and McDonalds.

But west of Ashland, as you approach the United Center where the Chicago Bulls play, you’ll find more low-income residents, public housing, and African-American residents. Like Belmont Cragin, the Near West Side has witnessed immense population growth in recent decades. White people have flocked to the area, especially the affluent West Loop, while the black population has plummeted. In 1990, about 66 percent of Near West Side residents were black and 19 percent were white. Nearly 20,000 new residents have moved in since then. Today, the Near West Side is 30 percent black and 42 percent white. An analysis by the Metropolitan Planning Council found that most African-Americans leaving Chicago are under 25, and low-income. Alden Loury, the council’s research director, said the city is struggling to retain young black people who might eventually establish families, and that many black Chicagoans have left seeking better job markets, more affordable housing, and higher quality schools.

CPS hasn’t announced where on the Near West Side it will put its proposed $70 million high school – but the community groups calling loudest for it are pro-business groups and neighborhood organizations led by mostly white professionals. The community group Connecting4Communities and the West Loop business organization the West Central Association have advocated for a new high school and see the mayor’s proposal as responsive to the growing community.

“Most of the high schools that people are comfortable sending their children to, the good ones, are selective enrollment,” said Executive Director Dennis O’Neill of Connecting4Communities.

He said that parents whose children don’t test into those schools—Jones College Prep, Whitney M. Young Academic Center, and Walter Payton College Prep —lack an acceptable option.

“Our neighborhood school, Wells, which is nowhere near our neighborhood, is so under-enrolled, and is not [a school] that people feel comfortable sending their children to,” he said. “When people see a school is so woefully under-enrolled, they just don’t have confidence in it.”

Wells Community Academy High School, which sits near the intersection of Ashland and Chicago avenues, also is mostly black and Latino, and mostly low income.

But O’Neill emphasized that high school request isn’t an effort to exclude any groups. He said the groups have a proposal for a new high school that draws on eight feeder schools, including a school serving a public housing development, to ensure the student body reflects the diversity of Chicago.

Loury of the planning council said it makes sense that as the Near West Side grows there’s a desire to satisfy that growing population. However, he found the idea of low enrollment at a predominately black and Latino school amid a boom in white population to be problematic. Parents might avoid sending their children to certain schools for various reasons, but a new building nearby furthers disinvestment in schools struggling to fill seats.

“It’s a pretty classic story in terms of Chicago and the struggles of integration and segregation,” he said.

A classical debate in Bronzeville

When it comes to CPS’ new school plans, line items don’t always mean new buildings, as evidenced by the two classical schools opening in existing structures in West Eldson on the Southwest Side and in Bronzeville on the South Side.  

Bronzeville Classical will open this fall as a citywide elementary selective enrollment school. Classical schools offer a rigorous liberal-arts curriculum to students who must test in. Last year, more than 1,000 students who qualified were turned away for lack of space, according to CPS, which is spending $40 million to expand three existing classical programs elsewhere.

“The district is meeting a growing demand for classical programs by establishing programs in parts of the city that do not have classical schools, like Bronzeville – making this high-quality programming more accessible to students in historically underserved neighborhoods,” the CPS statement read.

A spokeswoman for Alderman Pat Dowell, in whose ward the school is opening, responded to requests to interview the alderman with an emailed statement supporting the new Bronzeville school.

“It provides another quality educational option for families in Bronzeville and other nearby communities,” read the statement. “No longer will children from near south neighborhoods seeking a classical school education have to travel to the far southside, westside or northside for enrollment.”

However, some South Side residents see the classical school as problematic.

Natasha Erskine lives in Washington Heights on the Far South Side, but is Local School Council member at King College Preparatory High School in the Kenwood community near Bronzeville. She has a daughter enrolled at King, a selective enrollment high school. Before that, her daughter was in a gifted program at a nearby elementary school. Erskine supports neighborhood schools, but struggled finding schools that offered the kind of field trips and world language instruction many selective enrollment schools offer.

“I see the disparity, because it’s one we participate in it whether I like it or not,” she said.

Bronzeville is a culturally rich neighborhood known as Chicago’s “Black Metropolis,” where black migrants from the South forged a vibrant community during the Great Migration, building their own banks, businesses and cultural institutions.

And it retains a resilient core of committed black residents, but has suffered some decline and lost population like other black neighborhoods.  The community area that contains Bronzeville and Douglas has lost about half of its black population since 1990.

But Bronzeville is adjacent to the gentrified South Loop, which is grown increasingly white in recent years. And it’s a short drive  from Woodlawn, where the Obama Presidential Center is slated to be built. Paral, like other observers, predicts the Bronzeville is one of the areas between the South Loop and the Obama Library that will be further gentrified in coming years.

Jitu Brown, a longtime Chicago education organizer and community leader who heads the Journey for Justice Alliance, believes that the investments are an attempt to attract more white families to areas at a time when low-income people and African-Americans are being priced out and leaving the city. Brown added that creating more selective-enrollment schools is a different type of segregation: “You’re segregating talent.”

On Thursday, the district will solicit feedback about the spending plan via simultaneous public hearings at three different sites, Malcolm X College, Kennedy-King College, and Truman College. Here are the details.

Who's leaving?

63 teachers are leaving Detroit’s main district. Here’s a list of their names and former schools.

PHOTO: Getty Images

Is your child’s favorite teacher saying goodbye to the Detroit Public Schools Community District?

Last week, Detroit’s main district released the names of 63 teachers and 55 building staff members who retired or resigned by the end of June. We have a list of their names and the schools where they worked.

Rather than leave classrooms during the school year, teachers typically choose to retire or switch school districts while students are on break. This is only the first wave of departures expected this summer — one reason schools in Detroit are racing to hire certified teachers by the fall.

But for Detroit families, the teachers on this list are more than a number. Scroll down to see if an educator who made a difference in your child’s life — or your own — is leaving the district.

Teacher and staff separations in June 2018. Source: Detroit Public Schools Community District