from the top

Education officials: Tennessee’s weakest schools improved during Barbic’s tenure

PHOTO: J. Zubrzycki
Students and their teacher on the first day of school in 2014 at Freedom Preparatory Academy, a charter school authorized in Memphis by the state's Achievement School District

Tennessee’s efforts to improve low-performing schools are in a far stronger place now than they were when Chris Barbic started the state-run Achievement School District in 2011, state education officials said Friday in a press release about his departure.

Gov. Bill Haslam and Education Commissioner Candice McQueen praised Barbic’s passion and leadership, saying that the Texas-bred official had laid important groundwork in the state’s pioneering efforts to improve low-achieving schools.

But both emphasized that the ASD — which has not yet shown the sweeping test score gains that it promised — is just one of multiple strategies underway to ensure that all students in the state attend a high-performing school.

“Five years ago the state had no structured plans for schools in the bottom five percent,” Haslam said in the statement. “Today, with the ASD as a key tool in our toolkit, there is an intervention for nearly every one of these schools and clear-cut strategies for serving students that are furthest behind.”

Indeed, of the 83 schools in the bottom 5 percent in 2012, the first time the state compiled a list of “priority schools,” just 29 are in the Achievement School District. More are participating in turnaround initiatives devised by traditional school districts, such as Shelby County Schools’ Innovation Zone program. Other priority schools have closed because of their poor performance.

The press release notes that student test scores in the bottom 5 percent schools have increased four times as fast as scores in other schools. But the scores remain very low, on average.

Test scores set for release later this month will provide an updated view of performance at ASD schools and in other low-performing schools.

Whatever the results, there’s no question that Tennessee has far more ground to cover if it is to ensure that all students are able to graduate with strong skills — something that Barbic himself spelled out in his departure announcement and McQueen echoed in the state’s press release.

“Chris has taken the ASD from an ambitious concept to a living and breathing organization,” McQueen said. “Thanks to Chris’ leadership and direction, the district has catalyzed statewide change and is well-positioned to move us toward the next phase of work.”

The complete press release is below.

Superintendent of Achievement School District Announces Departure

Statewide effort enters fourth year, poised to serve 10,500 students

FOR IMMEDIATE RELEASE

July 17, 2015

NASHVILLE— The superintendent of Tennessee’s Achievement School District, Chris Barbic, announced today his departure from the state-run district which serves schools in the bottom five percent in terms of academic achievement.

Barbic has led the Achievement School District (ASD) since its creation in 2011, when the district was launched as part of Tennessee’s “First to the Top” legislation. The district’s mission is to move the state’s bottom five percent of schools to the top 25 percent. This school year, 14 public school operators authorized by the ASD will lead transformation efforts in 29 schools serving approximately 10,500 students in Memphis and Nashville. Barbic has led the ASD’s expansion, beginning with six schools during the 2012-13 school year. He will remain in his position throughout the fall to ensure a smooth transition.

“The ASD has been part of systemic change at the state level in how we work to improve our lowest achieving schools. Five years ago the state had no structured plans for schools in the bottom five percent,” Gov. Bill Haslam said. “Today, with the ASD as a key tool in our toolkit, there is an intervention for nearly every one of these schools and clear-cut strategies for serving students that are furthest behind. I am grateful for Chris’ passion and courage in taking on this role and proud of the successes we have seen over the three years of the ASD’s operation.”

Since the creation of the ASD, the average student proficiency in Tennessee’s Priority Schools has grown four times faster than student proficiency in non-Priority Schools. According to the current Priority Schools list of schools performing in the bottom five percent, 4,500 fewer students attended Priority Schools in Memphis in 2014 compared to 2012. The ASD, under Barbic’s leadership, has been a driving force in this work.

“Chris has taken the ASD from an ambitious concept to a living and breathing organization that provides thousands of Tennessee families more academic options for their students and compels local districts to act with greater urgency,“ Education Commissioner Candice McQueen said. “The work that you take on as a turnaround district around is deeply challenging, and Chris has led this effort with vigor and drive. Thanks to Chris’ leadership and direction, the district has catalyzed statewide change and is well-positioned to move us toward the next phase of work.”

Students in the ASD outgained their state peers in reading and math during their second year in existence, and ASD-authorized charter schools that opened in 2012 averaged 11-point proficiency gains over their first two years.

“I hope we have made our ASD students and families proud of what we have built so far and that they are as hopeful as I am about the future of our kids,” Barbic said. “I will be leaving confident that Tennessee’s schools are better off today than when we began, but convinced that the work ahead requires fresh leadership committed to our shared goal: the very best education possible for every child in this great state.”

Barbic’s successor has yet to be named.

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.