principled pushback

Principals push back against midyear special ed cuts threat

Principals are pushing back against the Department of Education’s plan to seize money from schools whose special education students narrowly miss a bureaucratic cutoff.

Responding to the concerns, department officials said they would issue new guidance to principals that clarifies the department’s commitment to funding special education programs adequately and helping schools keep their budgets stable.

The confusion followed a change in the way the department allocates funds to schools this year as part of a reform effort aimed at helping students with disabilities. The change created tiers of funding levels: The more time special education students spend in classes mixed with general education students, the more money their schools get.

Many principals are finding out for the first time this week, because of a deadline to clean up special education data, that students they thought would bring in a higher rate fall into a lower tier instead — and the department could take back the difference in funds.

“The last-minute data capture has left us scrambling to account for potentially massive cuts to our budgets halfway through the school year,” 20 principals wrote in a letter to Chancellor Dennis Walcott today. “And it is because of our strong commitment to flexible programming and the other cornerstones of the Special Education reform that our cuts will be so dramatic.”

The principals, representing the Urban Assembly network of middle and high schools, urged Walcott to make several policy changes. They want the city to wait until September to implement the funding tiers, and they also want the department to figure out more flexible ways of representing students’ schedules in the department’s multiple data systems.

Department officials said on Wednesday that they would allow schools to appeal the midyear budget cuts, which in many cases principals said could exceed $100,000. Today, they said they would work with principals proactively to ease their concerns.

“We are actively reaching out to principals to try to clarify the confusion,” said Marcus Liem, a department spokesman.

In the meantime, special education teachers across the city are spending much of their time away from students, reconciling discrepancies between two complex data systems where records frequently conflict, several teachers told GothamSchools today.

People who have expressed concern in the past about the department’s urgency in rolling out special education reforms — even before releasing data from a pilot program — said the current confusion proves that a more measured approach is needed.

“This problem reveals yet again the absence of planning, info sharing and preparation by [the] DOE prior [to] rolling out the reform,” tweeted Lori Podvesker, a parent and special education advocate who sits on the Citywide Council on Special Education.

The principals’ full letter to Walcott is below:

Dear Chancellor Walcott,

We are writing to express our concern about the impending policy changes and budget cuts for Special Education services. We represent a network of schools committed to serving high needs students, including large percentages of students with disabilities, and were participants in Phase 1 of the Special Education reform. The manner in which the mid-year budget adjustment has been implemented and the proposed policy changes around grade code designation for part time students with disabilities will weaken our ability to implement the reform effort and be detrimental to the futures of our highest needs students. These proposals provide a strong incentive to maintain the status quo, as the dramatic and unanticipated funding shifts that were the result of making changes to IEPs that should be good for our students has resulted in destabilization of our school budgets almost overnight.

The DOE provided us with our register projections and budgets last summer but failed to provide any way for us to track the impact of program changes on our budgets and plan accordingly. Only since we returned from winter vacation were we provided with any report that allowed us to assess the impact on our budgets of the movement of students to less restrictive environments, giving us no chance to adjust staffing and programming.  Every budget tracking report received throughout the fall, in fact, considered part-time special education students as full time students. We designed our budgets and programming using this available data. The last-minute data capture has left us scrambling to account for potentially massive cuts to our budgets halfway through the school year. And it is because of our strong commitment to flexible programming and the other cornerstones of the Special Education reform that our cuts will be so dramatic.

We also have grave concerns about the enrollment implications of the directive to change part-time students’ ATS grade codes from special to general education and need assurance that our schools, already well above borough averages for percentages of students with disabilities, will not be overwhelmed with new IEP students requiring additional supports mid-year. Lastly, we are concerned about the as yet unclear implications for both city and state accountability of these same grade code changes. Prior to changing any of our students’ grade codes we are requesting these questions and concerns addressed.

Given this information, we ask the following:

  • Given the delay in rolling out the register tracking tools, instead of burdening schools on the forefront of the reform effort with an unexpected, midyear budget cut, we ask that you give us the remainder of the year to align our programming and staffing with the reality of the funding levels as you have now made them clear and instead to phase in cuts to funding for the next fiscal year.
  • Prior to asking schools to amend grade codes for students with disabilities from special education to general education based solely on percentages, develop and communicate written policies for enrollment and accountability that mitigate the potentially negative impact of mass grade code changes. Provide time for principals to give feedback on these policies and have their questions answered.
  • Instead of asking schools to re-designate all part-time Special Education students as general education, create a new set of grade codes in ATS to allow schools, teachers, programmers and the Offices of Enrollment and Accountability to document students who are part-time in Special Education classes. Allow us to move students from the current Special Education grade codes into these codes and hold us harmless for these moves during the current fiscal year to prevent a financial disincentive from doing so.
  • Reconsider the currently stated policy not to fund students who receive Special Education services in all four major subject areas at the full-time rate at a school with 45 minute periods.  Develop a more nuanced sliding scale funding formula for part time Special Education students so that students in three subject areas receive more funding than students in fewer subject areas, etc. This will avoid the significant financial disincentive in the current system to move a student from full time to three periods per day.
  • Create a more nuanced way to collect information on part-time programming, including a more sophisticated and transparent formula for calculating instructional minutes. Discontinue the use of the USPE screen to gather data, as this data can already been centrally gathered through the SESIS and burdening school staff members, including Special Education teachers, with this additional paperwork is unnecessary.

Before we make any changes to ATS grade codes and any budget cuts are implemented, we would like to meet with representatives from the Office of Special Education Initiatives, Management and Budget, Enrollment and Accountability so that our concerns can be heard and our questions about the impact of the requested changes on programming, funding, enrollment and accountability be addressed. We look forward to a productive dialog over the weeks ahead and hope that it will result in a resolution that will support the important work that we are doing in our schools as part of the Special Education reform.


The UA Principals

Edward Biedermann
Principal, The Urban Assembly New York Harbor School

Jeffrey Chetirko
Principal, The Urban Assembly Institute for New Technology

Shannon Curran
Principal, The Urban Assembly School for Law and Justice

Fia Davis
Principal, The Urban Assembly School for the Performing Arts

Kelly DeMonaco
Kiri Soares
Co-Principals, The Urban Assembly Institute of Math and Science for Young Women

Johanny Garcia
Principal, The Urban Assembly School for Careers in Sports

Jeffrey Garrett
Principal, The Urban Assembly Bronx Academy of Letters

David Glasner
Principal, The Urban Assembly Academy of Government and Law

Mariela Graham
Principal, The Urban Assembly School for Criminal Justice for Young Women

David Krulwich
Principal, The Urban Assembly School of Applied Math and Science

April McKoy
Principal, The Urban Assembly Gateway School for Technology

Patricia Minaya
Principal, The Urban Assembly School of Business for Young Women

Mark Ossenheimer
Principal, The Urban Assembly School for Wildlife Conservation

Jennifer Ostrow
Principal, The Urban Assembly Unison School

Alexandra Rathmann-Noonan
Principal, The Urban Assembly School for Green Careers

Meisha Ross-Porter
Principal, The Urban Assembly Bronx School for Law, Government and Justice

Mary-Anne Sheppard
Principal, The Urban Assembly Academy for Civic Engagement

Cordelia Veve
Principal, The Urban Assembly School for Media Studies

Matthew Willoughby
Principal, The Urban Assembly School of Design and Construction

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.

For more on the role and history of school resource officers in Tennessee, read our five things to know.

Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.

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

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