chancellor chat

Chancellor Betty Rosa hits back on criticism that New York is abandoning education reform

PHOTO: Monica Disare
Chancellor Betty Rosa, center, at a recent Board of Regents meeting.

New York has moved sharply away from innovative education reforms with “bewildering and humbling speed.” That’s what Robert Pondiscio of the conservative-leaning Fordham Institute wrote in an op-ed posted earlier this month on the organization’s website.

Here in New York City, he writes, Mayor Bill de Blasio is ushering in the “bad old days” by pumping money into struggling schools and relaxing school discipline.

At the state level, Governor Andrew Cuomo and other state officials, after trying to pack too many reforms into a short period of time, have largely backed away from education reform. That coupled with the growing opt-out movement and the departure of New York State Chancellor Merryl Tisch, Pondiscio wrote, spurred the end of an “era of high standards and accountability for schools, teachers, and those who train them—an era that never entirely gained traction in New York.”

New York State Chancellor Betty Rosa hit back Thursday with her own piece for the Fordham Institute, saying that she “could not disagree more.” She argues that focusing on high-stakes testing is not synonymous with having high standards — and that while her standards take a different form, they are no less rigorous.

For example, she cites the Board’s decision to jettison the controversial Academic Literacy Skills Test as part of teacher certification. While Pondiscio blasts the move, Rosa says New York’s certification process remains among the country’s most stringent. “We simply eliminated a costly and unnecessary testing requirement that created an unfair obstacle for too many applicants,” she writes.

Her op-ed is part of a broader push by the Board of Regents to articulate a new vision of accountability that moves away from a strong focus on New York state’s much-maligned 3-8 math and English tests. She and the Regents seem eager to convince critics that those changes do not, in the end, represent a watering down of the goals the state sets for its students.

“We need an opposite narrative,” Rosa said in an exclusive interview with Chalkbeat. She sees her job as not simply setting high bars, she said, but more importantly, “building the steps” to help students succeed.

Changes

Denver East High principal Andy Mendelsberg out after investigation into cheerleading scandal

PHOTO: John Leyba / The Denver Post
Denver's East High School.

The principal of Denver’s East High School has retired after an investigation into how school district officials handled complaints about the actions of the school’s cheerleading coach found principal Andy Mendelsberg “did not take the necessary steps to ensure that the physical and emotional health and safety of the students on the cheer team was fully protected,” according to a letter from Superintendent Tom Boasberg.

Former East principal John Youngquist will return to Denver to lead the school, Boasberg announced Friday. Youngquist served for the past four years as a top official in Aurora Public Schools.

East is the most-requested high school in Denver Public Schools. The 2,500-student school is known for its comprehensive academic program, as well as its breadth of sports and extracurricular activities.

Mendelsberg had been on leave since August, when 9News first aired videos that showed East cheerleaders being forced into the splits position while teammates held their arms and legs and former coach Ozell Williams pushed them down.

The parents of at least one cheerleader who was injured by the practice emailed a video to the East High athletic director in mid-June asking “what the administration is going to do about my daughter’s injury and how it happened,” according to emails provided to 9News.

After the 9News story broke two months later, Williams was fired.

Mendelsberg’s exit coincides with the conclusion of an independent investigation by an outside law firm commissioned by DPS. The district on Friday released a report detailing the firm’s findings.

According to Boasberg’s letter, the investigation found that “over multiple months, in response to multiple concerns of a serious nature,” Mendelsberg and East athletic director Lisa Porter failed to keep the students on the cheer team safe.

Specifically, the letter says Mendelsberg and Porter did not “sufficiently address, share or report allegations of abuse and the contents of the videos;” failed to provide the necessary level of oversight for the cheer coach, “especially as concerns mounted;” and failed to take corrective action, including firing Williams.

At a press conference Friday afternoon, Boasberg said that in addition to what was captured on video, concerns about Williams included that he instructed athletes not to tell anyone what happened at practice and required them to friend him on social media “with the express purpose of him monitoring their social media presence.”

Boasberg said that “raises deeper concerns about what was going on here.”

Mendelsberg, Porter, assistant cheer coach Mariah Cladis and district deputy general counsel Michael Hickman were put on leave while the investigation was ongoing. The Denver police also launched an investigation.

Porter resigned her position earlier this week, Boasberg said.

Hickman received corrective action but is being reinstated after the investigation revealed he didn’t know the full extent of what happened, Boasberg said.

Cladis, who was not at practice during the splits incident and whose position was volunteer, is welcome to remain the assistant cheer coach, he said.

Mendelsberg had been principal since 2011. But he’d worked at East much longer as a teacher, softball coach, dean of students, athletic director and assistant principal, according to a story in the Spotlight alumni newsletter published in 2012.

Youngquist preceded Mendelsberg, having served as principal of East from 2007 to 2011. He left the school to take a districtwide position leading the recruitment and development of DPS principals. In 2013, Aurora Public Schools Superintendent Rico Munn hired him to be that district’s chief academic officer, a job he’s held until now.

Regarding his decision to return to East, Youngquist said, “My heart has drawn me toward supporting this learning community now and well into the future.”

As a parent and school leader, he said he understands the trust that parents put in schools. “I’m committed to strengthening that bond and partnership with our young people, our parents and with our great East staff,” he said.

Munn has already appointed an interim chief academic officer: Andre Wright, who currently serves as a P-20 learning community director. In a statement Friday, Munn said he “will evaluate the role and expectations of the (chief academic officer) position prior to developing a profile for that position moving forward.”

“We thank John Youngquist for his four years of service … and wish him all the best in his next chapter,” Munn said.

Chalkbeat reporter Yesenia Robles contributed information to this report.

Building Better Schools

How a new principal led her neighborhood school to the biggest ISTEP gains in Indianapolis Public Schools

PHOTO: Dylan Peers McCoy
School 39 had the largest jump in passing rates on the state math and English tests in the district.

Breakfast at School 39 was a little bit hectic on a recent Wednesday, as staff urged kids to eat their bananas, yogurts and cereal.

But principal Stacy Coleman was calm as she stood among the tables of kindergartners and first graders. “Big bites now,” she said, as the bell approached.

Coleman is in her second year as principal of School 39, also known as William McKinley, a traditional neighborhood school on the edge of Fountain Square. In Coleman’s first year of leadership, the school achieved an unusual feat: Passing rate on both the math and English ISTEP climbed to 28 percent in 2017, up 9.7 percentage points over the prior year — the biggest jump of any school in Indianapolis Public Schools.

That progress caught the eye of Superintendent Lewis Ferebee, who highlighted McKinley as a school the district could learn from.

“We hired a great new leader,” said Ferebee. “She’s really focused on the culture of the school and using data to inform instruction.”

A Michigan native, Coleman has been an educator for seven years. She joined IPS three years ago as assistant principal at School 31, also known as James A. Garfield, a neighborhood school two miles from the campus she now leads.

Chalkbeat sat down with Coleman to talk about School 39 and the school’s remarkable jump in passing rates. Below is an excerpt from our conversation, edited for clarity and brevity.

What’s your school community like here?

We are a working-class neighborhood. Our families are working class — very supportive parents. Teachers call, they answer. They are up here. They care about their child’s well-being.

The neighborhood around us is changing. Gentrification is occurring, and it’s moving fast. However, we have not seen a change in our population of students yet.

We canvas the neighborhood quite often, me and my parent involvement educator. A lot of people we’ve talked to don’t have kids, and if they do have kids, they are not school-age yet.

You guys had this big bump in your test scores — the biggest in the district. What did you think when you saw that?

I felt so filled with emotion because I saw all the hard work that my teachers were doing, and I saw what we were doing with the kids. It just was nice to see the gains from the hard work.

You’re seeing the flowers that you’ve planted.

What do you think led to this big jump in test scores?

We really focused on making this a positive and safe environment for our students — and our staff. Changing staff morale, changing student morale and motivation.

We focused on empowering our teachers and putting that ownership on them.

What did you do to empower your teachers?

Allowing for professional learning community meetings to be teacher directed. It’s not like a staff meeting. It’s teachers talking and collaborating with each other, being transparent in our teaching practices, opening the doors of our classroom for other teachers to come in.

We did instructional rounds. Teachers went into other classrooms and observed a problem of practice and debriefed about those and put specific strategies into their classrooms.

As a teacher, I found a lot of power in those professional learning community meetings because that was when you got to delve into the numbers. You delve into the data and really understand how your students are doing.

Was there anything you feel like you stole from the last school you were at where you were assistant principal?

We do a lot of positive behavior interventions and supports here at William McKinley. We did a lot of them at James A. Garfield. We amped them up, last year and again this year.

Like, this year, we have Coleman cash. Every day a student is nominated by their teacher, and they get to go to the front of the lunch line. They get to sit at a special table in the cafeteria with a tablecloth and a centerpiece. They also get to invite a friend. They get to talk when everybody else is silent. All those good things.

On Friday, for staff, we are going to be superheroes. Then we take a picture, and classes are going to vote on them.

The students get to see us enjoying ourselves, and it’s a little bit of a fun Friday.

We’re just making it a great place to work and a great place to learn for our students.