What's the Plan?

As deadlines loom, city gives few hints about plans for struggling schools

PHOTO: Patrick Wall
Boys and Girls High School in Brooklyn is one of only two city schools to ever receive three straight F’s on its annual progress report.

The red-brick colossus known as Boys and Girls High School has stretched out over a block of Fulton Street in Bedford-Stuyvesant, Brooklyn since the 1970s.

Now, the school looms over the administration of Mayor Bill de Blasio and his schools chief, Carmen Fariña, who must decide how to handle a historic high school that has watched its enrollment dwindle from 2,300 to 750 students in the past five years while only graduating about four in 10 students each spring.

Boys and Girls is one of many troubled schools that the new administration has pledged to help fix rather than shutter, in a direct rebuke of the previous administration’s frequent close-and-replace approach to struggling schools.

But after six months on the job, Fariña has yet to announce how the department will prop up the city’s lowest-performing schools — a complicated question that could involve tackling thorny policies around the way schools are assigned students, how support networks oversee schools, and when floundering principals should be replaced.

As she crafts her plans, she faces a state-mandated deadline to launch overhauls at dozens of bottom-ranked schools by September. In the first signal of how she will try to balance support for those schools with interventions, city officials recently submitted a plan to the state to put Boys and Girls and another long-struggling school under special oversight — harkening back to an idea that Fariña and a top deputy endorsed two years ago.

Still, even at Boys and Girls, the details of the city’s intervention plans remain a mystery, said Principal Bernard Gassaway.

“It’s wait-and-see,” he said, adding that officials so far had simply promised more support. “It’s very important that the rhetoric is matched by action.”

As of this school year, 119 New York City schools rank among the bottom 5 percent in the state based on their state test scores and graduation rates, according to state officials. Each of those schools is required by next school year to begin carrying out an approved overhaul, which can include a redesign of teacher training and the school schedule, replacing its leader and possibly some staff, converting into a charter school, or shutting down.

The city has already received federal funds to overhaul 63 of the schools, a process that under former Mayor Michael Bloomberg often involved closing a school and replacing it with one or more new ones. That leaves the city with more than 50 city schools where it must enact overhaul plans by September. (That number will shrink this summer as some of the schools close, lose their struggling status, or receive federal improvement grants, the state officials said.)

Of those schools, two — Boys and Girls and Automotive High School in Williamsburg — have been bottom-ranked for at least five years without enacting an approved overhaul. The state calls those “out-of-time schools” and ordered districts to use one of six intensive interventions to improve them.

The city’s choice was to create an “alternate governance structure” for the two. This will involve putting them under the supervision of a single superintendent and could include granting the principals more leeway to hire and fire staff, providing more money for professional development, and lengthening their school days.

Bernard Gassaway, principal of the long-struggling Boys and Girls High School, said the new administration's approach to troubled schools so far has been "wait-and-see."
PHOTO: Patrick Wall
Bernard Gassaway, principal of the long-struggling Boys and Girls High School, said the new administration’s approach to troubled schools so far has been “wait-and-see.”

The city could eventually include more schools in this oversight structure, though officials said only the two high schools will be part of it next year. Fariña has insisted that she would not create a special district just for struggling schools.

But a plan she endorsed two years ago when she was part of a “school transformation” working group with Phil Weinberg, a former principal who now oversees the education department’s accountability efforts, does resemble the city’s new efforts.

That group rejected the Bloomberg administration’s closure policy, and called instead for a “Success Initiative zone” where the leaders at up to 60 struggling schools would adopt improvement plans, receive “targeted support” to enact them, troubleshoot problems with other leaders in the zone, and visit successful schools. The idea was for the city to spur reforms inside floundering schools without being too prescriptive, which was one criticism of a district designed for troubled schools under former Chancellor Rudy Crew, said Jon Snyder, who was part of the working group with Fariña.

“I think that’s the balance that Carmen and the Department of Education will need to strike,” said Snyder, a former dean of the Bank Street College of Education. “It’s about growing capacity — it’s not about mandating particular practices.”

With the plan for Boys and Girls and Automotive high schools in place, the city still must settle on interventions for the dozens of other state-identified bottom-tier schools.

The new administration is unlikely to choose to close any of the schools for now. De Blasio said recently that closure will only become an option “if we feel, after applying all the tools we have in a reasonable timeframe, that we can’t fix the problem.” One approved overhaul the city might consider calls for a school’s “redesign,” but allows for the principal and faculty to stay in place if they are deemed competent.

Still, many questions remain about Fariña’s broader strategy for troubled schools, including those that are stumbling but have not yet attracted the state’s attention.

For example, Fariña has said little about how she will approach high schools or how she might reconfigure the school-support networks that some say allow low-performing schools to slip through the cracks. She has also not indicated whether she will adjust admission policies to prevent certain schools from enrolling a disproportionate number of students with special needs or who are behind academically — a problem cited by Gassaway and the working group Fariña was part of.

The education department did not make Fariña available for this article. A spokeswoman did not offer details about the city’s plan for its struggling schools, but said generally that it would work with each school to identify its needs, then craft school-specific plans to address its “underlying issues.”

In his campaign platform, de Blasio said his administration would collaborate with the leaders of struggling schools until they are “deemed to be a failure.” At that point, he proposed sending in different principals with experience improving schools along with a team of seasoned educators.

But it remains to be seen how Fariña will decide which principals to work with and which to replace. Thomas Hatch, co-director of the National Center for Restructuring Education, Schools, and Teaching at Teachers College, said this is a challenge for every administration.

“For the most part,” he said, “we haven’t found the right balance between support and accountability.”

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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.