single shepherd

With more guidance counselors, one Bronx school is no longer merely ‘putting out fires’

PHOTO: Christina Veiga
Nicholas Melendez says his job as a guidance counselor has changed since Nycole Dash joined Bronx Letters as a Single Shepherd counselor.

Nicholas Melendez was always in triage mode.

As the only counselor at The Urban Assembly Bronx Academy of Letters, Melendez was responsible for 600 students in middle and high school. With dozens of hours of required counseling sessions every week, there was only time for the neediest students.

“It constantly felt like I was putting out fires,” he said.

That was before the New York City Department of Education launched Single Shepherd, a program that placed more than 100 additional counselors and social workers in two of the city’s neediest school districts: District 7 in the South Bronx and District 23 in Brooklyn. Both have among the lowest graduation rates in the city; most students are poor and homelessness is prevalent.

The city’s goal is to pair every student in middle and high school in those districts with a dedicated counselor who will work closely with not just students, but also their teachers and families.

The $15 million-a-year program is only one piece of the city’s larger Equity and Excellence initiative, which has infused schools with extra resources with the ultimate goal of getting more students to graduation. It’s too early to know whether that will happen — or how similar Bronx Letters’ experience is to other schools. But teachers and counselors there say they’re already seeing an impact.

With extra hands on deck, Melendez has time to notice when a student’s grades start to slip. He can counsel students who are still learning English on the possibility of taking state tests in their native language, or schedule a phone call with a family that needs help navigating social services systems — rather than relying on an outside agency that may be too overwhelmed to follow up.

“I feel like we’re serving all the students,” he said.

Nycole Dash became a Single Shepherd counselor at Bronx Letters after working with young people in the nonprofit world. She’s assigned to the freshman class, and makes time to see every student at least once a month.

“It creates almost like a family for these kids, where they have somebody to go to — and it’s a consistent person,” she said.

PHOTO: Christina Veiga
Nycole Dash is a Single Shepherd counselor at Bronx Letters.

 

Dash has already seen that bond pay off. Most school days, Dash said her morning routine includes a knock on the door from a particular student. On a recent visit, the student needed to talk about a tough situation she dealt with over the weekend.

“Normally she was someone who would kind of just keep it to herself and react in class,” Dash said. “But because she’s close with me — she sees me every day — she was able to let out something that she wasn’t able to before.”

Counselors like Dash and Melendez also serve as a resource for teachers when there’s trouble in the classroom.

Klajd Kovaci, who teaches high school history and English, remembered one case in particular. One moment, he was leading a class discussion on politics. The next, a student with special needs was in a frenzy, hurling curse words as he stormed out of class.

Kovaci called for Melendez as the student walked out, and the counselor was able to usher the young man into his office. There, they came up with a plan: Whenever the student felt overwhelmed, he could leave class and cool down by Melendez’s side.

Melendez also worked with Kovaci to track the student’s behavior and pinpoint what set him off. With Melendez’s help, Kovaci agreed to work short breaks into his lectures so the student wouldn’t get anxious.

“We have a lot of conversations with teachers to make individual plans for students, which is something we couldn’t do before,” Melendez said.

PHOTO: Christina Veiga
Nicholas Melendez is a guidance counselor at Bronx Letters.

In Kovaci’s case, the difference has been remarkable. He credits the relationship that counselors have been able to build with their students — and the time counselors can give to teachers who come to them with classroom problems.

“Because their case load is smaller, they actually know who I’m talking about,” Kovaci said. “They’re able to get to more students.”

Often times, that means understanding what’s going on in a child’s life outside of the school building. When the school realized parents were often reluctant to send their children away for college, counselors helped launch informational sessions at the beginning of the year. That way, families could have conversations and set expectations for their children earlier in the application process.

In return, counselors worked to understand families’ needs. For example, if a student needed to stay close to home to help pay bills or take care of family members, counselors could help find the best university settings nearby.

“We want to include the values of the community in the education process,” Melendez said. “It’s meeting the family and the parent where they are.”

student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.

testing testing

McQueen to convene third task force as Tennessee seeks to get testing right

PHOTO: Creative Commons/timlewisnm

For a third straight year, Education Commissioner Candice McQueen will convene a task force to examine Tennessee’s testing program in the wake of persistent hiccups with its TNReady assessment and perennial concerns about over-testing.

McQueen announced Monday the members of her newest task force, which will assemble on Dec. 11 in Nashville and complete its work next July. The group includes educators, lawmakers, and parents.

At the top of the agenda: evaluating the first full year of TNReady testing for grades 3-8 and the second year for high schoolers, the latter of which was marred by scoring problems for a small percentage of students.


Five things to know about the latest brouhaha over TNReady


The group also will look at district-level “formative tests” that measure student progress to help teachers adjust their instruction throughout the school year. The goal is to support districts so those tests align with TNReady and the state’s newest academic standards.

The transition to online testing and concerns about over-testing will be on the minds of task force members.

This marks the first school year that all high schoolers will take TNReady online since 2016, when a new platform buckled on its first day. State officials are more confident this time around under a phased-in approach that began last school year with 25 districts. (Middle and elementary schools will make the switch in 2019.)

PHOTO: Laura Faith Kebede
Candice McQueen

On over-testing, McQueen has highlighted 11th-grade as a concern. The junior year of high school is intense as students explore their post-graduation options while taking the ACT college entrance exam, the state’s end-of-course exams, and for some, Advanced Placement tests. All are high-stakes.

McQueen told Gov. Bill Haslam earlier this month that the upcoming task force will seek to strip away tests that don’t align with Tennessee’s priorities.

“We’re looking for testing reductions … but also setting a path toward (our) goals, which is a new test that’s aligned to new standards that really matter,” she told Haslam during budget hearings.

During its first two years, task force work has led to a number of changes.

Recommendations in the first year resulted in the elimination of a test for eighth- and tenth-graders, as well as the shortening of TNReady tests for math and reading.

In the second year, the task force contributed to Tennessee’s education plan under a new federal law and slimmed down science and social studies assessments for third- and fourth-graders.

Members of the third task force are:

  • Candice McQueen, Tennessee commissioner of education
  • Sara Morrison, executive director, State Board of Education
  • Sen. Dolores Gresham, chairwoman, Senate Education Committee
  • Rep. John Forgety, chairman, House Education Instruction and Programs Committee
  • Rep. Harry Brooks, chairman, House Education Administration and Planning Committee
  • Rep. Mark White, chairman, House Education Administration and Planning Subcommittee*
  • Wayne Blair, president, Tennessee School Board Association*
  • Barbara Gray, president, Tennessee Education Association
  • Dale Lynch, executive director, Tennessee Organization of School Superintendents*
  • Sharon Roberts, chief strategy officer, State Collaborative on Reforming Education*
  • Audrey Shores, chief operating officer, Professional Educators of Tennessee
  • Gini Pupo-Walker, Tennessee Educational Equity Coalition and senior director of education policy & programs, Conexión Américas*
  • Lisa Wiltshire, policy director, Tennesseans for Quality Early Education*
  • Shawn Kimble, director, Lauderdale County School System*
  • Mike Winstead, director, Maryville City Schools
  • Jennifer Cothron, assessment supervisor, Wilson County Schools*
  • Trey Duke, coordinator for Federal Programs and RTI2, Rutherford County Schools*
  • Michael Hubbard, director of performance excellence, Kingsport City Schools*
  • LaToya Pugh, iZone science instructional support manager, Shelby County Schools*
  • Bill Harlin, principal, Nolensville High School, Williamson County Schools
  • Laura Charbonnet, assistant principal, Collierville High School, Collierville Schools*
  • Tim Childers, assistant principal, L&N STEM Academy, Knox County Schools*
  • Kevin Cline, assistant principal, Jefferson County High School, Jefferson County Schools*
  • Kim Herring, teacher, Cumberland County High School, Cumberland County School District*
  • Jolinea Pegues, special education teacher, Southwind High School, Shelby County Schools*
  • Stacey Travis, teacher, Maryville High School, Maryville City Schools*
  • Josh Rutherford, teacher, Houston County High School, Houston County School District*
  • Cicely Woodard, 2017-18 Tennessee Teacher of the Year, West End Middle Prep, Metro Nashville Public Schools*
  • Virginia Babb, parent, Knox County Parent-Teacher Association
  • Jennifer Frazier, parent, Hamblen County Department of Education*
  • Student members will be invited*

*new members