not going quietly

Brooklyn charters protest city’s closure decision, as at least one prepares to fight

PHOTO: Geoff Decker
Fahari Academy Charter School, above, will close in June.

The two struggling charter schools that the city plans to close in June aren’t going down without a fight.

Both schools, Fahari Academy Charter School and the Ethical Community Charter School, were told last week that the city would not renew their charters. Now, both say the city has ignored their strengths and are pushing back, with Fahari hinting at possible legal action.

“We will exhaust all options to ensure that this decision is reconsidered and reversed so that we may remain the incredible place of opportunity we have become for our families, staff, and students,” Jason Starr, board chair of the Fahari Academy Charter School, wrote in a four-page statement.

“We ask you to restore our faith in your leadership by visiting our school and revising your renewal decision,” Annette Keane, principal of Ethical Community, wrote in a letter to Chancellor Carmen Fariña.

Fahari’s response in particular underscores an ongoing struggle for the city’s charter school office, which has had trouble closing schools in the past — both when it has tried to not renew an expiring charter, and when it has tried to revoke a charter mid-term. Low-performing schools, or ones in precarious financial positions, have successfully sued to remain open by proving in court that the city’s performance standards were moving targets and poorly communicated.

“The entire procedure utilized by the [charter school office] for revocation is riddled with inconsistencies and lacks a certain level of transparency,” a judge wrote in a 2012 ruling that overturned the city’s decision to close Williamsburg Charter High School.

Peninsula Preparatory Charter School also used the courts to stay open after the city attempted to close it in 2012. Fahari’s board has used the tactic, too, suing to keep the school open last year but withdrawing the lawsuit after Fariña agreed to give the school a one-year reprieve.

The situation has looked different for schools authorized by the State University of New York. Two SUNY-authorized schools set to close at the end of this year, UFT Charter School and Innovate Manhattan Charter School, had boards that voluntarily surrendered their charters (or in UFT’s, the charter for the school’s lower grades), in part because SUNY’s tightly enforced standards left little question that they would be closed.

Following the announcement on Friday, leaders at both Fahari and Ethical Community also criticized the city for giving the schools minimal advance notice that they were facing closure. Jason Starr, Fahari’s board chair, said he was shocked when the city informed the board.

“Neither Fahari’s Board of Trustees nor its administration were given notice of the DOE’s intentions, much less an opportunity to respond before the decision was made,” Starr said.

Keane, principal of Ethical Community, said she found out about 90 minutes before the city made its announcement, leaving her “completely blindsided by the media blitz that ensued.”

“Our families came to school shocked and confused, many in tears, on Friday morning,” Keane wrote in her letter to Fariña. “The Ethical Community Charter School believes it was unfair for you to deny our school the opportunity to share the news of our closure with our own community members.”

On Thursday afternoon, department spokeswoman Devora Kaye acknowledged in an email to reporters that the schools had been notified recently. In response to the schools’ criticism, she told Chalkbeat that the city had communicated the stakes and the timeline for its decisions with the schools.

“This was not a surprise,” Kaye said in a statement. “Each of these schools was given clear conditions with benchmarks for performance they had to meet to demonstrate they were best serving children. Both failed to do so.”

Thursday’s notice triggered a 30-day process, she added, during which each school’s board will get a chance to formally respond to the city’s decision.

Correction: A previous version misstated the Board of Regents’ role in approving the city’s non-renewal decisions. Unlike renewal decisions, no action from the Regents is needed to close charter schools through a non-renewal. 


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.