breaking

Partial teacher evaluation deal clears way for improvement funds

After months of negotiations, the city and teachers union announced a deal today on a set of reforms that will allow the state to claim millions of dollars promised to struggling schools.

The announcement comes a week after the state ramped up pressure on the city to finalize its plans for how to improve its lowest-performing schools. The state’s deadline to complete its application for federal School Improvement Grants is just two weeks away. New York City is eligible for up to $65 million to help 33 “persistently low-achieving” schools undergo one of four processes over the next two years.

The 33 schools will undergo one of two revamp options, “restart” and “transformation,” according to the agreement. Those models are the least aggressive and also the least objectionable for the teachers union: They do not involve removing teachers or asking them to reapply for their jobs. “Restart” assigns a new management organization, and “transformation” replaces the principal and brings in additional resources.

Decisions about which model each of the 33 schools on the list would undergo will be made “over the next week,” according to the city’s press release. Last year, 11 city schools underwent the “transformation” process, and nine schools are undergoing the restart process this fall.

The city’s press release is long on relief but short on specifics other than that the city and union have agreed to implement the state’s new teacher evaluation model — but only in the 33 struggling schools.An impasse over the evaluations had caused the months-long holdup in negotiations. A key sticking point was whether teachers would be allowed to discuss their observations with their principals: The union wanted meetings built into the agreement, but the city said the extra step would add unnecessary delay to the evaluation process. The issue is absent from the city’s press release but union officials said it had been resolved.

Supporters of the state’s toughened teacher evaluations said today’s agreement could be a blueprint for the rest of the city’s schools.

“This agreement is a good first step towards placing highly effective teachers in every classroom, but I urge both sides to institute this evaluation system across the board immediately so that every child has a chance to learn from the city’s best educators,” said Joe Williams, executive director of Democrats for Education Reform, in a statement.

The city’s press release also heralds a performance pay program for teachers at the struggling schools that was finalized more than a year ago. That performance pay program will now be aligned with the state’s teacher evaluation law, and only teachers who fall into the highest of four tiers will be able to occupy higher-paying “master teacher” and “turnaround teacher” positions.

UFT President Michael Mulgrew looked only to the future in the city’s press release. Reiterating the union’s concern that the city has inadequately invested in struggling schools in the past — a concern that fueled the union’s lawsuit to halt 22 school closures — he said the priority is to direct the new federal funds to needy schools and their students.

“This agreement helps lay the groundwork,” Mulgrew said. “Now we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.”

AGREEMENT BETWEEN DEPARTMENT OF EDUCATION AND TEACHERS’ UNION WILL HELP SECURE $65 MILLION IN FEDERAL FUNDS FOR STRUGGLING SCHOOLS

DOE-UFT agreement also includes a new, 4-category teacher evaluation system in these schools

Schools Chancellor Dennis M. Walcott and United Federation of Teachers President Michael Mulgrew today announced an important agreement that will help secure up to $65 million over the next two years in federal School Improvement Grants, a U.S. Department of Education program that provides funding to help transform our nation’s struggling schools.  The funding will go to implement either “restart” or “transformation” at 33 City schools identified by the State as persistently lowest achieving (PLA) and therefore at risk of being closed.

“With this agreement, we will be able to bring millions of dollars in federal funding to these struggling schools and recruit top quality teachers to help students succeed and mentor other staff,”  said Chancellor Dennis Walcott. “I also want to thank Michael Mulgrew for his commitment to working with us to implement a more effective and meaningful teacher evaluation system to in these schools.  I believe our collaboration on matters like this is critical to student success.”

UFT President Michael Mulgrew said, “This agreement helps lay the groundwork.  Now we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.”

In the 33 schools, the DOE and UFT have also jointly agreed to implement a new teacher evaluation system that is aligned with the State’s new teacher evaluation law.  The evaluation system in these schools will be based on a four-category rating system of highly effective, effective, developing and ineffective, instead of the current system that simply gives teachers a rating of satisfactory or unsatisfactory.

Federal guidelines identify four models for school improvement—a “transformation” model, a “turnaround” model, a “restart” model, and a “closure” model—each  involving different strategies to improve low performing schools.  Last year, 11 of these 33 schools were chosen for “transformation.”

Under the “transformation” model, the principal of the school is generally replaced, and the schools will be able to hire new teachers in the categories “Master Teacher” and “Turnaround Teachers.” A Master Teacher working in a PLA school will receive 30% above their base salary and is expected to serve as a mentor for other teachers in the school, working an additional 100 hours per year.  A Turnaround Teacher working in a PLA school will receive 15% above their base salary and open their classroom up to other teachers to learn best practices, working an additional 30 hours per year.  To remain eligible for either position, teachers must maintain a rating of “highly effective.”

Under the “restart” model, schools will be teamed with a non-profit educational partner organization (EPO) that will work with the principal and school staff to make recommendations on specific interventions to raise student achievement. This model does not require leadership or staff changes, but also allows for the hiring of master and turnaround teachers.  All proposed changes from the EPO will need to conform to collective bargaining agreements.

The City will work with the schools over the next week to determine which model suits the 33 schools best.  The following is the full list of schools:

02M460           WASHINGTON IRVING HIGH SCHOOL
02M500           UNITY CENTER FOR URBAN TECHNOLOGIES
02M615           CHELSEA CAREER AND TECH ED HS
05M685           BREAD & ROSES INTEGRATED ARTS HIGH SCHOOL
08X405           HERBERT H LEHMAN HIGH SCHOOL
08X530           BANANA KELLY HIGH SCHOOL
09X022           JHS 22 JORDAN L MOTT
09X339           IS 339
09X412           BRONX HIGH SCHOOL OF BUSINESS
10X080           JHS 80 MOSHOLU PARKWAY
10X391           MS 391
10X660           GRACE H DODGE CAREER AND TECH HS
14K126           JOHN ERICSSON MIDDLE SCHOOL 126
14K610           AUTOMOTIVE HIGH SCHOOL
15K136           IS 136 CHARLES O DEWEY
15K429           SCHOOL FOR GLOBAL STUDIES
15K519           COBBLE HILL SCHOOL OF AMERICAN STUDIES
16K455           BOYS & GIRLS HIGH SCHOOL
19K166           JHS 166 GEORGE GERSHWIN
20K505           FRANKLIN D. ROOSEVELT HIGH SCHOOL
21K540           JOHN DEWEY HIGH SCHOOL
21K620           WILLIAM E GRADY VOCATIONAL HIGH SCHOOL
22K495           SHEEPSHEAD BAY HIGH SCHOOL
32K564           BUSHWICK COMM HIGH SCHOOL
24Q455           NEWTOWN HIGH SCHOOL
24Q485           GROVER CLEVELAND HIGH SCHOOL
24Q600           QUEENS VOCATIONAL & TECHNICAL HIGH SCHOL
25Q460           FLUSHING HIGH SCHOOL
27Q400           AUGUST MARTIN HIGH SCHOOL
27Q475           RICHMOND HILL HIGH SCHOOL
27Q480           JOHN ADAMS HIGH SCHOOL
30Q445           WILLIAM CULLEN BRYANT HIGH SCHOOL
30Q450           LONG ISLAND CITY HIGH SCHOOL

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen FariƱa, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.

college plans

As Washington decides their fate, ‘Dreamers’ preparing for college are stuck in limbo

PHOTO: Joe Amon/The Denver Post
Randi Smith, a psychology teacher at Metro State University, marched to support Deferred Action for Childhood Arrivals during a citywide walkout in downtown Denver, CO.

While many high schoolers spend spring of their senior year coasting through classes and waiting to hear back from colleges, undocumented students who hope to attend college spend their time calling lawyers, consulting school counselors, and scouring the internet in search of ways to pay for school without the help of federal financial aid or student loans — assuming they even get in.

That process, anxiety-provoking even in a normal year, has become incalculably more chaotic this admissions season — even traumatic — as these young undocumented immigrants watch President Trump and lawmakers wrangle over Deferred Action for Childhood Arrivals, the program that has until now allowed them to remain in the country without having to fear deportation.

As the policy battle nears a climax, these students aren’t just breathlessly waiting to learn whether they’ll be accepted into college — they’re waiting to see whether they have a future in this country.

“It’s different for me. It’s definitely more stressful and there are times when you want to give up,” said an undocumented student at KIPP NYC College Prep High School, who is graduating this year and applying to colleges. She requested anonymity because of her legal status. “But then I remind myself that regardless of what’s going on, I’m still going to do what I’ve set myself to do.”

High school counselors are also feeling the strain. They already faced the difficult task of helping undocumented students compete for private scholarships, and finding schools that will support those students once they’re on campus. Now those counselors also must monitor each twist and turn of the immigration debate in Washington, while, somehow, trying to keep their undocumented students focused on college.

One of those counselors is John Kearney, who works at Guadalupe Centers Alta Vista High School, a charter school in Kansas City, Missouri. Dozens of his soon-to-graduate students are beneficiaries of DACA, a program created under former President Obama that allows undocumented immigrants who were brought to the country as children to avoid deportation and work here legally. Lately, they have been asking him why they should even consider college when their fate in the U.S. is so uncertain.

“The big question is, ‘Why? Why go to college, and then I can’t even work, then why?’” said Kearney, who also helped start a nonprofit that provides scholarships to undocumented students. “It’s a really tough question.”

As of Friday, President Trump and lawmakers were still locked in heated negotiations over DACA, which Trump said this fall that he would eliminate unless Congress enshrined it in law. Without an agreement, it is set to expire March 5, just as graduating seniors firm up their college plans. If that happens, young immigrants, often called Dreamers, could lose the few crucial protections they have. For many, their DACA status has already lapsed.

Even with DACA’s protections, Dreamers face massive hurdles to enroll in college: They don’t qualify for federal aid or loans, and, in some states, are barred from receiving financial aid or even attending public universities. Out of the estimated 65,000 undocumented students who graduate from high school every year, only 5-10 percent enroll in college.

Following Trump’s announcement in September, counselors have also had to race against the clock counting down to DACA’s expiration: That meant juggling college application deadlines with the October cutoff for students to apply for renewed DACA status.

The KIPP charter school network received a donation this year to help students pay for the renewal fee, which has been a godsend for many students — including the young woman who is graduating from KIPP NYC College Prep High School.

As soon as she learned the school would pay the fee for her, she immediately called her father, who is also undocumented and repairs beauty-salon equipment for a living.

“My dad was definitely trying to round up the money before the deadline, so it was a blessing that the school was able to find a donor,” she said. “I told him not to worry about it and it was a relief — like a weight off his shoulders.”

If the girl was trying to relieve her father’s stress, her college counselor, Rob Santos, was trying to do the same for her. Even as she balanced college-application essays, transcripts, and the rest, she was also coming to realize how quickly her life would change if DACA is not extended.

“There was definitely extra emotional support that I’ve had to provide this year,” Santos said. “I definitely had my DACA student in my office, and tears were happening.”

Santos keeps a running list of the colleges that accept students who don’t have permanent legal status and the few scholarships available to them. Many of those scholarships require undocumented students to have DACA status. If the program ends, it’s unclear whether students will still be eligible.

Still, Santos said his dreamer student rarely talks about the political furor surrounding her future in the U.S. as she awaits her college-acceptance letter. Instead, she’s more likely to discuss her hope of one day studying business and fashion.

“Our DACA students are resilient. They’re optimistic,” Santos said. “But they’re also realistic for what could actually happen.”