Try again

State education officials question another batch of Success Academy charter renewals

PHOTO: Success Academy
A "Slam the Exam" rally for Success Academy students

This July, New York’s top education policymakers are gearing up for next year — with a little charter school drama brewing on the side.

Reigniting a debate that flared in April, the board is poised to send a set of Success Academy charter school renewals back to SUNY, the network’s authorizer, rather than approving them.

The state also plans to release a revised draft of its plan under the Every Student Succeeds Act on Monday, according to state officials. The Regents are not planning to vote on the state’s revised learning standards, though they are scheduled to discuss them.

The majority of July’s meeting will be devoted to a public “retreat,” which includes discussions about school integration, graduation requirements and principal standards. These conversations will likely provide insights into what policymakers are interested in tackling next school year.

Success Academy renewals (again)

In April, the state’s Board of Regents sent a slate of Success Academy charter renewals back to SUNY, arguing the authorizer had renewed them too soon.

The same appears poised to happen at July’s meeting. There are eight Success Academy schools tentatively approved for full, five-year renewals by SUNY along with one other city charter, the Bronx Charter School for Better Learning. State officials recommend sending the renewals back to SUNY with comments.

The move is largely symbolic, since SUNY has the final word, but it caused some debate last spring. After the Regents meeting in April, the decision to send the renewals back to SUNY gave rise to dueling op-eds written by Robert Pondiscio and New York State Board of Regents Chancellor Betty Rosa.

The board is not scheduled to discuss SUNY’s recent proposal to allow some of its charter schools to certify their own teachers, though that announcement drew criticism from State Education Commissioner MaryEllen Elia and Board of Regents Chancellor Betty Rosa earlier this month.

A whole new law

New York state education officials are also in the final stages of completing their plan to evaluate and improve schools under the Every Student Succeeds Act, a new federal law.

The state released its draft plan in May and state officials said they will present revisions at Monday’s meeting. The final vote is expected in September and state officials said they will submit the plan to the U.S. Department of Education later that month.

The revisions are not yet public, but questions have already been raised about how the state will assess transfer schools, which are geared toward students who have fallen behind in high school, and how it will display information about schools to the public.

“We’re going to be looking at the dashboard and what represents a [good] set of indicators,” said Regent Judith Johnson. “What indicators do we need as measures of professionalism, measures of assessment, measures of success?”

The board could also discuss the U.S. Department of Education’s comments on other states’ plans that have already been submitted. U.S. Education Secretary Betsy DeVos’s team surprised states by taking a hard line in initial feedback.

New learning standards?

There is no vote scheduled on new learning standards at this meeting, but the board will hear an update on the process.

The state has received 238 comments on the Next Generation math standards and 252 responses about English, according to a Regents document. The document suggests they are still working on early-grade reading standards and clarifying how they will apply to students with disabilities and to English learners.

This work is part of the lengthy process of revising the Common Core learning standards and unveiling them as the Next Generation Learning Standards. So far, state officials have released a draft set of revised standards, revised them again and given them a new name.

When they unveiled the revisions (to the earlier proposals) in May, state officials said they expected to officially approve new standards in June. But they have yet to come to a consensus and now expect the final version to go before the board in September.

Integration

At the Regents’ last meeting, state officials planted a stake in the ground on the topic of integration, calling New York schools the most segregated in the country and kicking off a preliminary discussion on how to integrate schools. The conversation came soon after the city unveiled its own diversity plan, which some critics found disappointing.

But the state’s discussion left many questions unanswered. During Monday’s discussion, it’s possible some of the Regents’ positions will become clearer.

Graduation

The Regents have been working to reform graduation requirements for years. Last year, the board took some steps in that direction when it allowed students to earn a work-readiness credential in place of a final Regents exam and made it easier for students with disabilities to graduate.

At July’s meeting, the topic is slated for a broader discussion, prompting the question: Could a more substantial rethinking of what it means to earn a New York state diploma be on the way?

Regent Roger Tilles, who has been active in discussions of changes to graduation requirements, suggested that anything could be on the table, including an end to using Regents exams as graduation requirements.

“I’m not sure I know exactly where we’ll end up,” Tilles said. “I know where I don’t want to end up: where we are now.”

new use

Committee picks Denver Language School to use building vacated by shuttered elementary

PHOTO: Helen H. Richardson/The Denver Post
Teacher Yu-Hsin Lien helps her third-grade students with classwork at the Denver Language School.

A charter middle school that immerses students in Spanish and Mandarin Chinese would occupy the northeast Denver building of an elementary school shuttered for low performance if the school board follows a committee recommendation made public Friday.

Denver Language School serves more than 700 students from across the city in kindergarten through eighth grade, although the recommendation is only for the upper grades. The school was one of seven that applied to use the building previously occupied by Gilpin Montessori elementary school in the Five Points neighborhood.

With real estate for schools scarce in Denver, the recommendation represents a win for the Denver Language School and a nod to some of the district’s priorities, including rewarding highly rated schools and collaborating with charters.

A committee of community members and Denver Public Schools employees tasked with reviewing potential occupants is recommending placing the charter’s fourth through eighth grades there next year while the school’s current building in east Denver is being renovated. After that, the recommendation is for the fifth through eighth grades to be housed at Gilpin.

In a letter to the community (read it below), the committee cited Denver Language School’s “high academic performance” and “track record of strong enrollment” among the reasons they chose it. The school has for the past two years been rated “green,” the district’s second-highest rating.

Because of the language immersion model, few new students enroll after kindergarten, which means the middle school wouldn’t draw many students away from neighborhood schools, the letter says, a concern voiced by some community members.

Denver Language School would pay the district to use the building. In a gentrifying city where real estate prices have been steadily increasing and the number of school buildings is limited, securing an affordable location is one of the biggest hurdles charters face.

Superintendent Tom Boasberg received the recommendation earlier this week. He is expected on Dec. 18 to make his recommendation to the school board, which is set to vote Dec. 21.

The school board voted last year to close Gilpin Montessori despite community opposition. This year, the building housed several programs serving students with special needs while the district decided on a long term occupant. The district’s criteria for that occupant were that it be a currently operating or previously approved secondary school with 600 students or fewer.

Denver Language School opened in 2010. Last year, it served about 300 students in grades five through eight. The letter says the school expects to enroll 365 students in those grades in future years, which means it would not fill the entire 600-student-capacity Gilpin building.

“In the future, we will revisit options for using the rest of the building,” the letter says.

The committee also noted the diversity of Denver Language School’s students as a positive. Last year, about 48 percent of students were children of color and 19 percent qualified for free or reduced-price lunch, a proxy for poverty. Both percentages are below district averages.

The committee included four community members and five Denver Public Schools employees. They met privately five times over the course of two and a half weeks to come up with their recommendation. The district also hosted several forums to gather community feedback.

The committee members were:

  • Evelyn Barnes, parent of two students and aide to city council president Albus Brooks
  • John Hayden, president of the Curtis Park Neighbors neighborhood association
  • Katherine Murphy, parent of a former Gilpin student and a Curtis Park resident
  • Maggie Miller, member of the city’s Slot Home Task Force and a Five Points resident
  • Joe Amundsen, DPS’s associate director of school design and intensive support
  • Liz Mendez, DPS’s director of operations support services
  • Maya Lagana, DPS’s senior director of portfolio management
  • Sara Baris, DPS’s senior manager of planning and analysis
  • Shontel Lewis, DPS’s manager of public affairs

The other schools that applied included one district-run alternative high school, Compassion Road Academy, and five other charter schools: The Boys School, Colorado High School Charter GES, Downtown Denver Expeditionary School, 5280 High School and The CUBE. The last two schools have been approved by the district but are not yet open.

Read a letter the district sent to the Gilpin community below.

Indiana graduation pathways

Parents and educators worry about how new graduation rules will affect students with disabilities

PHOTO: Alan Petersime

In the wake of a wildly unpopular decision to change Indiana’s high school graduation rules, state officials must grapple with how to actually implement the plan — and students with disabilities could face more challenges following those rules than their peers.

Called graduation pathways, the goal was to ensure students are ready for life after high school, but the recommendations are complex. The system seems to overlap with existing Indiana diploma requirements and also requires additional criteria such as exams, completing advanced courses, or gaining credit for internships.

But there are no guidelines around, for example, what kinds of internships or community service programs would count for graduation, what kinds of supports and accommodations would be in place for students with disabilities or how the pathways would function alongside a student’s needs for special services and therapies.

The potential for these challenges was not lost on the dozens of parents and educators who tried to convince state officials last week to rethink the plan. Most of the people who commented publicly and many who sent emails to the state education department mentioned concerns about students with special needs being able to meet the new demands.

Stacey Brewer, a principal in Yorktown, talked about her own child, a 6-year-old with autism, when she addressed the Indiana State Board of Education.

“There is a very real chance that my child with autism will never be able to accomplish” parts of the graduation pathways plan that go beyond what’s required by the state’s general diploma, Brewer said. The state is “not weighing out the disastrous impact” the plan would have on students.

As she finished her passionate testimony, she walked back to her seat to energetic applause from the packed auditorium. Many with similar stories and sentiments spoke after her.

J.T. Coopman, executive director of the Indiana Association of Public School Superintendents said before Indiana can create graduation pathways, it needs to figure out what’s happening with its diplomas — a related issue that has vexed parents and educators ever since the federal government announced it would no longer count Indiana’s general diploma in the graduation rate the state reports. The move could exclude about 12 percent of Hoosier high schoolers from being considered graduates.

Indiana has four diplomas: The standard Core 40 diploma, a general diploma with fewer requirements, and two honors diplomas, one for academics and another for career and technical education. Most students in the state earn a Core 40.

“Don’t we need to fix the diploma statute to better serve all Indiana students before we embark on a new, untested direction for our graduates?” Coopman said.

Not all of the feedback was negative. Mary Roberson, a superintendent in Perry County, said she supported the graduation pathways plan overall, and that her district was already having students with disabilities pursue internships, where they’ve been successful.

In a newsletter sent out last week, Pam Wright, director of special education for the Indiana Department of Education, said policymakers and educators need to remember that all students with disabilities are not the same and have different needs and abilities. Some might struggle to meet the pathways requirements, but others might not.

“It is my hope that as other debates occur during this legislative session, the one-size-fits-all disability myth continues to be debunked,” Wright said in the newsletter. “Yes, definitely, students with disabilities need to be considered in any public policy change, but the uniqueness of each student’s capabilities should not be lost in the debate.”

Only about 17 percent of students with disabilities don’t earn a high school diploma, and almost half earn the state’s standard Core 40 diploma or an honors diploma.

Conversations about pathways, both as they relate to special education and to a variety of other topics, are just getting started. The pathways committee said it would continue to meet to address whether Indiana should create a single statewide diploma and how graduation waivers work in the new system.

Indiana law allows for a graduation waiver if students fail to meet pathway requirements, but the waivers are controversial, and schools are sometimes hesitant to award them. Supporters say they give opportunities to students who might face specific challenges, but critics believe the waivers give students a free pass and don’t ensure they leave high school with adequate skills.

No additional committee meetings have been scheduled at this time.

Students with significant cognitive disabilities — generally about 1 percent of students across the state — wouldn’t be affected by the pathways plan. They typically don’t earn high school diplomas, instead they receive a certificate of completion, a credential that until recently showed employers or educators little else besides that a student physically attended school. (It has since been expanded and updated to include more course suggestions and academic structure.)

Last week wasn’t the first time special education advocates came out in full force to challenge state officials on policy that could be detrimental to students with disabilities. Several diploma-related topics have garnered considerable attention, such as when the state attempted to overhaul diplomas in 2015.

The next year, when lawmakers passed legislation to ensure all schools offered students a chance to earn any state diplomas, educators, parents and other community advocates were there testifying to lawmakers, too. And as recently as last year, when an early version of a bill would have killed the general diploma, the language was amended out after pressure from the special education community.

Often, these graduation policy changes are sparked by a call for students to meet higher standards demanded either by employers or higher education. But Kim Dodson, executive director for the Arc of Indiana, an organization that advocates for people with disabilities, said focusing on raising the academic bar distracts from the very real problems policies like the current graduation pathways plan could present to students with special needs.

“Most of the time, when students fall short of their expectations, it’s not because the bar wasn’t set high enough,” Dodson said. “It’s because they didn’t have the resources and accommodations they needed to be fully successful.”