Teaching with technology

Will this digital library be an equity game-changer for Tennessee schools?

PHOTO: Grace Tatter
American Public Education Foundation president David Pickler addresses some of the teachers who helped create the new Tennessee Digital Resources Library.

One of the most visible manifestations of educational inequality can be found in crumbling, outdated textbooks with torn pages and broken spines.

But backers of a new digital library hope to change all that in Tennessee.

Launched Tuesday by the Tennessee School Boards Association, the library offers free digital textbooks, lectures and lesson plans for 14 high school courses that can be updated each year to keep up with current events and shifting standards.

The library is “absolutely about equity,” says David Pickler, president of the American Public Education Foundation, which paid for a group of Tennessee teachers to develop the resources.

“Most districts across the state are dealing with incredible budget challenges,” said Pickler, who served on the board of education for Shelby County Schools when the district merged with Memphis City Schools in 2013. “This is going to allow districts to be able to redeploy dollars that would have been used for textbooks and … invest in ways that can help every child get that great public education experience.”

The resources were developed by 58 Tennessee teachers nominated by their superintendents and were reviewed by the Tennessee Department of Education. Math and English course materials are aligned with the state’s new academic standards approved this spring and coming to classrooms in the 2017-18 school year.

Teachers can submit updates to the library, which will be reviewed by a new team of teachers working each year with the Tennessee School Boards Association.

The library’s launch arrives as technology is becoming more prevalent in classrooms. Last year, the U.S. Department of Education spearheaded a campaign to encourage states, school districts and educators to use openly licensed educational materials so that more students have access to the same resources.

Tennessee appears ready for the shift. Though the state’s first online standardized test was derailed this year, districts had invested heavily in computers, tablets and internet service for the transition — and are eager to use them. Education Commissioner Candice McQueen repeatedly has said that technology in the classroom is an important asset to prepare students for college and the workforce.

Even so, moving more online resources will present a barrier for poor Tennessee students who don’t have access to computers or internet service at home. Memphis, in particular, has one of the lowest rates of internet access in the nation, and Shelby County Schools has historically spent less money on technology than other urban districts. Last year, information technology was allotted 3 percent of the district’s overall budget.

Some districts already have made the leap to digital textbooks. In 2013, Tullahoma City Schools began using open-source resources — meaning that they can easily be shared and modified.

"This is going to allow districts to be able to redeploy dollars that would have been used for textbooks and … invest in ways that can help every child get that great public education experience."David Pickler

“The tools are out there on the internet that can deliver great content,” Pickler said. The new digital library ensures “a process to make sure it’s curated, that it’s aligned with Tennessee standards, so teachers can spend time their time, their focus on the needs of children.”

Pickler, who served on the state’s standards review committee, said the resources should help teachers transition to the new standards by providing new resources and lessons that are easily accessible.

“We truly are now just at the beginning the journey of life after Common Core,” Pickler said. “To me, this is a great example for other states to follow, on how we’ve created high standards, and now we’ve gone out there and curated content that will help teachers.”

The resources were designed with the help of Apple, and can be downloaded for free from iTunes U. They’re also accessible on non-Apple platforms.

Asked and answered

Are special education reforms moving too slowly? Chicago monitor responds to criticism.

PHOTO: Getty Images

Just four months into her role as the powerful independent monitor overseeing efforts to reform special education in Chicago Public Schools, Laura Boedeker already faces angry, public criticism.

The state created the monitor’s office earlier this year after a public inquiry found that Chicago was systematically delaying and denying educational services — guaranteed by federal law — to special-needs students. But on Monday, advocates for special education charged that Boedeker and her superiors at the Illinois State Board of Education have failed on many counts to improve services and to communicate with parents.

At the same time, the advocates released findings of a survey of 800 parents and teachers that backed their charges. The next day, Chicago parents finally received an email from Boedeker and her boss, state board General Counsel Stephanie Jones, that linked to updated special education protocols and parent trainings, and suggested that the state was working on a plan for families who want to file grievances.

In an interview with Chalkbeat on Tuesday afternoon, Boedeker responded to the criticism, described the work she’s done, and outlined what’s ahead.

What exactly is your job?

Being that one person in ISBE who is dedicated to overseeing, correcting, and addressing concerns about special education in Chicago Public Schools.

Do parents know you exist?

I hope so. They seem to. The word is getting out there, I can tell that.

We’re getting more attendance at our parent workshop sessions, and there’s a new topic every month. I’m seeing more parent emails. Not so much in the sense of  “I’m complaining about services,” but “I wanted to let you know this is something going on at my school.”

Why did it take several months to introduce yourself to parents and tell them what you’re doing as monitor?

We really wanted to.

But where it got really complicated is we really wanted all the information to be in the letter, including the student-specific corrective action, rather than sending out two letters. We also saw delays in trying to come to an agreement on language along with the advocate groups as well. It was hard to reach an agreement about not just appropriate language, but the level of the language of the letter.

A survey released this week indicated that special education reform in Chicago has been slow and under-resourced. How do you respond to that?

We are talking about very pervasive, systemic issues that were already problematic before the advocates submitted their letter last November [an action that helped put in motion events that led to the state monitor overseeing Chicago schools]. This is going to take a long time. There’s been a lot of broken trust between parents and schools, parents and central office, parents and administrators.

There’s a lot of restoration and repair we need to address even before we can go in and dig really deep into those corrections.

And as far as resources go, we have been wanting to take this first month or two to get a better idea of where I need more assistance. That’s something you’re not going to know until you start the job, when school is in session. We have regional offices that we work with and that I will be partnering with as specific to CPS. As far as my surrounding staff goes, that’s something that I’m discussing with [the office of the general counsel].

How many schools have you visited?

A small handful — less than 10 so far. That’s something we’re just starting to schedule because we’ve been getting a lot of feedback over the first two months of school, so we now have some action items, some investigatory points. I’ve had a lot of district representatives go into schools and do investigations. My plan is to go in and see if I’m seeing the same things they are reporting.

From the schools you’ve been to, what have you seen?

What’s been fascinating is that there’s so many stakeholders in special education. At the center of everything is the student, of course, and then you have the laws that surround special education — federal and state laws. And then you have a group of all these adults that have different understanding of special education. Even if they have the same understanding, they have different interpretations and beliefs about how things should be done.

So it’s really about getting inside of that story. For example: At a school I went to last week, I [received a] lot of staff outreach. And if I’m just going on the staff outreach, then I think the principal is assigning special education teachers to gen ed classrooms when a teacher doesn’t show up. But when we got in there, it was a little different than what was portrayed via the staff.

What was happening?

In this particular instance, four teachers called off that day, so they had four absences they were trying to deal with. It came down to [the principal asking special education teachers] can you please go to this classroom, unless or until we get a substitute who is arriving within the next 10 minutes, so these students aren’t alone without an adult.

What are some other concerns you’ve heard from schools you’ve visited?

Paraprofessionals being assigned to roles that aren’t IEP-based [referring to individualized education programs, which schools must create for each special-education student]. For example, covering lunchroom duty. That’s not a proper use of a paraprofessional.

A lot of scheduling concerns go back to schools being trained to properly schedule their teachers, so if a teacher does call off there can be a better contingency plan for covering those students and classes.

Messaging to IEP teams. Making sure the right people are in an IEP meeting for the duration of the meeting. We’ve been really hammering home the message that the only person that can excuse a member from an IEP meeting is a parent. But sometimes we have reports that the principal directed teachers to go somewhere else. So we have to really train principals on the law, and proper use of the teachers.

In the advocates’ survey, three out of four teachers reported knowing one or more students were not receiving services due to staffing shortages. What can you do about that?

Let’s take the example of a principal taking a special education teacher and sending them to a gen ed class because they need an adult in the room.

As I was telling the principal, that’s when your scheduling needs to be really tight so you have the flexibility to come up with a contingency plan. You know teachers are going to be out. It’s kind of hard to have a contingency plan for four teachers that are out, but one or two, there are ways to get creative. You can split up a gen ed class and integrate them into a few other age-appropriate classes for instruction, or bring them into a large group and do a social emotional learning circle that addresses a current academic issue.

Your first or second solution should not be going to the special ed teacher.

A lot of the inquiry boils down to this: students who have needs being delayed or denied services. Do you see that’s still the case at CPS from what you can tell so far?

Issues of delays and denials of services — such as paraprofessional assistance, separate day school, transportation — those have dissipated some. From the data we’ve pulled and from the feedback from schools and parents, those are not nearly as big an issue as they were before, primarily because those blocks that were put on the electronic system were lifted.

Before, the only way transportation could be added to an IEP was if a district rep was there to approve it, and that’s no longer the case. Most of the power has gone back into the hands of the IEP teams, which is exactly what the public inquiry recommended.

What should the student-specific corrective action process look like, and how does it compare with what’s going on now?

We’ve been discussing this process with an office within the U.S. Department of Education. One thing they have been very clear on is that IEP teams need to be front and center of that decision. They’re the ones on the front lines with these students, so the Education Department is insistent that the IEP teams are involved when we’re talking about sending notices out to families, alerting them that you may have a child affected by the public inquiry.

That leads us to identifying who that class of students is, and then after we have those families and students identified, that’s when the IEP team comes in to say, “Yes, we do know there was a delay or break in services — what was the harm to that student?”

We hope to provide them with a set of instructions, like, “Here are the talking points, and if you find the student was harmed, here’s a menu of remedies that would be appropriate.”

Those are the conversations we’re working through right now with the department of education, CPS, the advocate representatives, and ISBE. As you can imagine, those are some pretty hefty and lengthy conversations. We’re all trying to get on the same page, and all trying to come to an agreement about what that would look like. But also, what’s fiscally responsible?

This is a three-year process. What should parents and students expect to happen between now and the end of the school year?

We’re holding schools more accountable now and we have them on our radar.

There’s going to be a lot more eye-opening information that emerges from this role, and it’s the first time it’s really been done in this way. This is truly a way for one person to explore CPS through the special education lens like nobody has ever done before. I find that really exciting.

 

Going to court

Memphis charter school sues former principal at center of student protests

PHOTO: Laura Faith Kebede/Chalkbeat
Students say Memphis Academy of Health Sciences High School has been uneasy since the principal was fired in August.

A Memphis charter high school is seeking $300,000 in damages — alleging that its former principal has been encouraging students to transfer from the high school and that he has violated his severance agreement.

In recent weeks, many students and parents have insisted that Memphis Academy of Health Sciences High School’s’ former principal, Reginald Williams, was fired unfairly. Parents who support Williams and Patricia Ange — another educator, who was recently let go — crowded into a recent school board meeting to register their disapproval of the school’s decision. And earlier this week, students led a walkout in support of both educators.

Florence Johnson, the lawyer for Memphis Academy, argued in the complaint filed late Wednesday that Williams “conspired” to “disrupt the operations of the school, to lure students away from the school, and to cause financial harm and public embarrassment to [the academy’s] standing in the educational community.”

Williams said he has neither been on campus since he was fired Aug. 10, nor has he spoken with Memphis Academy parents since then.

PHOTO: Courtesy of Reginald Williams
Reginald Williams

“All of this is embarrassing to me,” he told Chalkbeat, calling the lawsuit “baseless” and “frivolous.” “I haven’t, nor will I ever, impede students’ progress.”

In the court filing, the charter network noted it “allowed Williams to retire early rather than fire him outright for poor performance,” which differs from what school leaders had told parents and students. Parents were told Williams resigned and did not know his departure was about poor results on the state’s test this spring. But in internal emails obtained by Chalkbeat, the network’s executive director explicitly tied Williams’ departure to the scores. Using state test scores to fire teachers is illegal this year in Tennessee after major technical glitches to computerized testing, but it is unclear if the law applies to principals.

Under Williams’ severance agreement, the charter school gave him about $40,000 in exchange for assurance he would not speak ill of his former employer or speak about the agreement. Johnson argues Williams violated that during an Oct. 16 board meeting.

PHOTO: Laura Faith Kebede/Chalkbeat
Parent advocacy organization Memphis Lift was at Memphis Academy of Health Sciences High School to protest firing a beloved principal and teacher.

Ange, a vocal supporter of Williams, had called the former principal and put him on speakerphone during the meeting as parents demanded answers. Williams said at the meeting that he did not have a problem with the decision to let him go.

“My only concern was how it was done,” he said. “If I’d known in the summertime, I could have found another place.”

Markayla Crawford, a senior at the high school who was among those who led protests after Williams and Ange were fired, said Williams did not ask her to protest on his behalf and had not heard of Williams contacting other students.

School leaders are “still not giving us answers about what happened,” she said. “All the kids are basically saying the same thing. The school is falling apart and no one knows what’s going on.”

A hearing is set for 10 a.m. Tuesday, Nov. 20 in Memphis chancery court.