Days leading up to ASD decision in Nashville filled with meetings, concern

After a tumultuous experience this fall in Memphis, the Achievement School District is using a different strategy to choose which school it will take over in Nashville.

The timeline in Nashville is shorter:While in Memphis, meetings with teachers and parents started almost two months before ASD officials will make their final decisions, Nashvillians had less than three weeks, one of which was shortened by Thanksgiving.

The pool is smaller: The ASD will only intervene in one school in Nashville — either Madison Middle Prep or Neely’s Bend Middle Prep — versus at least nine in Memphis. In Nashville, there is only one possible charter operator.

And the outreach by ASD officials and educators from LEAD Public Schools, the charter organization that will take over the school, is more focused: Rather than targeting the entire community, they’re phoning and visiting fourth-grade parents, whose children would be the first ones to attend the school post-takeover.

For LEAD officials, the weeks since the ASD announced its impending takeover have been filled with meetings with elected officials and teachers, open houses, and phone calls, all part of an effort to educate the community about their schools.

But for many teachers and parents in Madison, where both middle schools are located, the weeks have been filled with concern and confusion. Why are Neely’s Bend and Madison being considered for state takeover, rather than lower performing schools which have been on the priority list for multiple years? What factors are being taken into account in the decision between the two schools? What happens next?

Both middle schools are new to the “priority list,” which contains the state’s bottom 5 percent of schools according to test scores. The ASD aims to to raise the bottom 5 percent of Tennessee’s schools to the top 25.

Timing of meetings questioned

“I think it would have been nice to have more notice,” said Jill Speering, the Metropolitan Nashville Public Schools board member who represents both Neely’s Bend and Madison. Speering is concerned about Thursday, when both parent input meetings are at the same time. “Having both meetings the same night is a tactic to disregard the community voice,” she said.

ASD officials say the decision was strategic — but rather than hoping to stifle the community voice, they want to magnify parents’ voices.

When Speering raised her concerns to Chris Barbic, the ASD superintendent, he replied in an e-mail that, “Given the main intent [of the Dec. 4th meetings] —a focused conversation with parents who are zoned for these schools—holding both meetings at the same time creates no major conflicts.”

He said that he could try to extend one of the meetings, or videotape both, so Speering and the state representative for Madison, Bill Beck, could participate in both meetings.

He cited hotel costs as another reason to have both meetings the same night. Most of the ASD staff live in Memphis.

ASD chief operating officer Elliot Smalley said that a desire to have parents dominate the discussion over which school will be taken over — rather than teachers, as has been the case in Memphis — caused ASD officials  to rebrand the meetings as “parent meetings” rather than “community meetings,” which is what they called the equivalent meetings in Memphis.

Facebook posts, shared by both Speering and fellow board member Amy Frogge, as well as dozens of other Nashville residents, urged people from across Nashville to attend Thursday’s meetings, because “it is anticipated that the school which has the least amount of community support will be taken over by the Achievement School District.”

But Smalley said that isn’ttrue — it’s about the quality of feedback from parents, not the quantity. He said officials would be listening for what parents like about their current neighborhood school and want to maintain, and what they don’t like.

Decision will be ASD’s alone

Although Smalley said that parent feedback would be an important factor in the officials’ final decisions, he said that in the end, the fate of Madison and Neely’s Bend will be decided by ASD officials alone. In Memphis, the final decisions about takeovers also belong to ASD officials, but they first hear recommendations from the Achievement Advisory Council, a group of parent and community volunteers from the Memphis community.

Legally, the ASD could decide which schools to take over without input from anyone else. But ASD officials did narrow their list to Neely’s Bend and Madison as a direct consequence of feedback from Metro Nashville officials and the leaders of LEAD, Smalley said.

LEAD is the only charter operator authorized by the ASD to open a school in Nashville that is interested in doing so, and was only interested in transforming a middle school. That narrowed possible Nashville schools to the five middle school on the priority list.

The lowest performing of those schools, Bailey STEM Magnet Middle Prep, is in the midst of a several-year turnaround effort by Metro Schools, and so Metro Schools officials asked that the ASD leave it untouched. Another middle school, Jere Baxter Middle Prep, is under-enrolled, and the ASD wanted to takeover a fully enrolled school, to make the biggest impact possible.

A third middle school on the priority list, Joelton Middle Prep, achieved the highest possible growth rating by the state last year — a Level 5 — indiciating to ASD officials that it didn’t need to be taken over. That left Neely’s Bend and Madison, Smalley said.

But many teachers and parents in Madison  say they feel like those schools were on the right track, too.

The passing rates on last year's math TCAP for Lead's schools and Neely's Bend and Madison show that Lead schools outperformed  the traditional schools it might takeover — but not as much as some parents would like.
PHOTO: Tn.gov
The passing rates on last year’s math TCAP for Lead’s schools and Neely’s Bend and Madison show that Lead schools outperformed the traditional schools it might takeover — but not as much as some parents would like. (Click to enlarge.)

On Nov. 20, Christy King, a teacher at Madison, told Chalkbeat that the gains Madison made last year were not enough, but she felt they were an upward trend without state intervention. This year, the school system devoted $94,500 to turnaround programs at Madison, and more than $280,000 at Neely’s Bend.

Although their overall growth scores from the state were ones, the lowest level, both Madison and Neely’s Bend posted level 5 gains in numeracy skills in 2013-2014 — Neely’s Bend for growth in numeracy skills over two years, and Madison for growth in one year.

Brittney Garland is the mother of two students at Neely’s Bend Elementary, which feeds into Neely’s Bend Middle Prep, and an alumni of Neely’s Bend Middle Prep. She said she decided to move her family back to Madison specifically because of her positive experience at the schools in the area.

“These are good neighborhood schools,” she said.

A comparison of Lead Public Schools' 2013-2014  pass rates on the Reading TCAP, and Neely's Bend and Madison's.
A comparison of Lead Public Schools’ 2013-2014 pass rates on the Reading TCAP, and Neely’s Bend and Madison’s. (Click to enlarge.)

Because her oldest child is in the third grade, she did not receive phone calls or letters about the meetings next week.  She said that concerned her, since her son will also be affected if the ASD chooses Neely’s Bend. An active member of the school’s Parent Teacher Organization, she said  few elementary school parents were aware of possible changes to their zoned middle school.

Chris Reynolds, the CEO of LEAD, said that he and other ASD and LEAD personnel thought long and hard about the scope of their outreach, and whether to reach out to parents of younger children. Ultimately, he said, they wanted to limit confusion, and avoid the perception that a decision had already made. Reynolds said that once a decision has been made, LEAD teachers and administrators will mail a letter to all elementary parents in the zone, and knock on every family’s door in the chosen school’s zone.

‘Why would we want to go backwards?’

But Reynolds said he still hopes that parents of younger students, like Garland, show up on Thursday.

“I encourage all families in the neighborhood zone to come out and share their views and learn about LEAD,” he said. “It’s important that we hear from families in the zone, because those are the people we’ll eventually serve.”

Garland said she was also concerned to learn that the average passing rates across the Achievement School District are lower than either Neely’s Bend or Madison.

“Why would we want to go backwards?” she said.

Reynolds said that the most relevant comparisons for parents in Madison to make are to the Nashville schools that Lead has already moved into, Brick Church College Prep and Cameron College Prep.

“I think that’s a relevant comparison because those are zoned enrollment schools that serve all children and provide transportation to all kids, and are the model that we’re basing Madison or Neely’s Bend on,” he said.  “So that’s the real comparison, and our outcomes speak to themselves.”

Another LEAD middle school, Lead Academy, has been tapped by Metropolitan Nashville Public Schools for persistently low test scores. Unlike Cameron or Brick Church, the enrollment of that school is not limited to students who live in a residential zone. Reynolds said that it was also a relevant comparison for parents to make, though.

“It’s not the same type of school, but that’s our lowest performing campus, and our results are still significantly higher than Neely’s Bend or Madison,” he said.

The parent meetings are at 5:30 on Thursday at each school. Lead Public Schools are hosting open houses at Brick Church College Prep and Cameron College Prep on Dec. 9 and Dec. 10.

Clarification: This article was updated to reflect the role of the Achievement Advisory Council.

For more information on the takeover process, visit our interactive page here.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”