senior portrait

Schooled in activism, Grover Cleveland grad aims for law school

Grover Cleveland High School student Diana Rodriguez spearheaded student protest against her school's closure.

Less than two weeks after graduating from high school, Diana Rodriguez is staying busy. The Queens teenager is up at 6 a.m. to go for a morning run, work her two summer jobs, and take driving lessons a few months before she is set to start college.

It’s a heavy workload — but it’s not the biggest responsibility the 17-year-old has taken on. This spring, she led classmates at Grover Cleveland High School in a fight for the school’s life.

The school was one of 33 the city planned to close and reopen using an overhaul process, known as “turnaround,” that included changing the school’s name and replacing half of the school staff.

Rodriguez was enraged. Already the senior class president, she sprang into action galvanizing her classmates to protest the turnaround plans.

“I wouldn’t stand for it,” said Rodriguez. “You can’t mess with my education – education is a right.”

That was Rodriguez’s rallying cry as she joined other students in schools facing closure across the city in a group called Student Activists United. The group turned out students for public hearings, called Panel for Educational Policy members who would vote on the closures, and even held an early-morning rally outside Mayor Bloomberg’s Upper East Side home.

“We weren’t an aggressive activist group. We were just trying to spread awareness,” Rodriguez said.

After months of rallying, including calling Panel for Educational Policy members, Rodriguez’s work paid off: Grover Cleveland was taken off the turnaround roster in April, although most schools remained on the list.

Her leadership caught the attention of Assemblywoman Catherine Nolan, a Cleveland alum who also advocated to keep the school open. Nolan hired her as an intern, and Rodriguez is spending the summer asking Ridgewood residents about their concerns and canvassing the neighborhood for problems that need fixing.

“The only good thing that comes out of these crazy school closings is that we meet great young people,” Nolan said.

Rodriguez grew up in Queens but moved to her mother’s house in Florida when she was 12 years old. Three years later, she missed living in a city and chose to move back with her dad, who still lived in the borough.

Even though she didn’t enter Cleveland until she was a junior, Rodriguez quickly became one of the school’s biggest fans. But as a senior busy with student government, four Advanced Placement classes, competing on the track team, and working as a lifeguard, Rodriguez said she didn’t set out to become her high school’s leading student activist.

She just can’t help voicing her opinion.

“I’m never one to stay quiet,” added Rodriguez, who hopes to become a lawyer. Her first step is college, at John Jay College of Criminal Justice, where she will study political science.

“Sometimes she answers back to me,” said Luis Rodriguez, Diana’s father, who said he initially worried that the activism could land her in legal trouble. “But when I talked to her teachers, they said she’s the most respectful girl in school.”

Nick Ortiz, Rodriguez’s boyfriend, joked, “She’s so short, she has to feel very imposing and tell her side no matter what.” They’ve been in a relationship for three years.

Nolan said Rodriguez’s passion reminded her of her own stint protesting school budget cuts in the 1970s. That passion was infectious, the politician said.

“Ridgewood can be a very apathetic neighborhood. The school closing kind of awakened the community,” Nolan said.

Rodriguez’s commitment to the protests also impressed the other student activists.

“It was really a joint effort. Everyone had a role but she definitely had a leadership role,” said Justin Watson, who joined the student protests after learning that his school, Legacy for Integrated Studies, was being phased out.

“Diana has the confidence to go out there and speak,” Watson added. “I need to be more like that.”

Rodriguez is set to start political science classes at John Jay this fall. For now, she is working multiple jobs with the goal of buying a car to ease her commute — and to take a break.

“If I get my car in July, I want to go on a road trip somewhere,” she said. “I told my friends it doesn’t matter where, we’re just going.”

Rodriguez said she even though she expects her college courses to be tough, she will make time to keep a watchful eye on her alma mater. Even though the school will remain open next year, it could land on the chopping block again if its student performance data doesn’t improve.

“If the education fight continues, I will definitely be there next year,” she said.

hurdle cleared

Indiana’s federally required education plan wins approval

PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.

U.S. Education Secretary Betsy DeVos has signed off on Indiana’s federally required education plan, ushering in another era of changes — although not exactly major ones — to the state’s public school system.

The U.S Department of Education announced the plan’s approval on Friday. Like other states, Indiana went through an extensive process to craft a blueprint to comply with the Every Student Succeeds Act, or ESSA, which was signed into law in 2015.

“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”

The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.

Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.

Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.

In all, 35 states’ ESSA plans have won federal approval.

Advocates hope the law will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

Indiana officials struggled to bring some state measures in line with federal laws, such as graduation requirements and diplomas.

Under the state’s ESSA plan, A-F grades would include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.

Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.

The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.

While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.

The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.

Read: Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Find more of our coverage of the Every Student Succeeds Act here.

turnaround

Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.