accountability movement

City begins setting ‘rigorous, but reasonable’ targets for Renewal schools

PHOTO: Patrick Wall
Chancellor Carmen Fariña on one of her hundreds of school visits.

Since Mayor Bill de Blasio unveiled his strategy for turning around the city’s lowest-performing schools seven months ago, officials have said all 94 schools would have to meet specific goals to avoid serious changes, including closure.

The city is now moving closer to determining those goals, as officials shared initial rubrics with schools this month and began setting goals for the next two years. Unlike the city’s “school snapshots,” which measure schools in identical ways, the schools in the Renewal program will have some choice as to how the city determines whether they’re measuring up.

With state deadlines approaching, the Department of Education is finalizing that menu of data points that struggling schools will use to measure their progress over the next two years. Attendance, state test scores, and graduation rates are included, and officials said they are still crunching parent and student survey data to come up with a half-dozen other metrics.

Chancellor Carmen Fariña said the menu showed that she was serious about holding schools accountable for improvement.

“We have established clear and rigorous school-specific benchmarks that schools must meet, or they will face consequences including changes to leadership and faculty of the school, school consolidation, and even closure as a last resort,” Chancellor Carmen Fariña said in a statement.

Improved attendance will be a required goal for all schools and is the only metric that elementary and middle schools will be expected to show improvement on next year. High schools next year will also be expected to grow their share of students making progress toward graduation, based on how many courses and Regents exams they have completed.

In addition to attendance, elementary and middle schools will have to choose five other data points for which to set goals, three of which must be based on state test scores or former students’ credit accumulation in ninth grade. High schools can choose from graduation rates, pass rates on Regents exams, and course completion. The schools won’t be expected to hit targets for those categories until the end of the 2016-17 school year.

According to sample benchmarks provided to principals, a struggling high school with a four-year graduation rate of 54.8 percent last year would have to improve to 62.3 percent by the end of the 2016-17 school year, a 7.5-point gain over three years. A department official said the targets being set for the schools were “rigorous, but reasonable.”

The to-be-determined benchmarks will be based on a combination of data from parent and student surveys and scores from school quality reviews. Officials said they were only finalizing them now because the surveys were administered last month.

The details come seven months after de Blasio first pledged to spend $150 million over three years to help turn around the 94 schools. At the core of his plan is to flood the schools with resources aimed to support students living in poverty. The money will be used to pay teachers to work extended hours, add after-school summer programs, and hire extra guidance counselors, as well as to provide teachers with on-site training and bring in academic coaches.

It has been an uneven first year for schools under the program, with some receiving extra attention and others complaining that support has been slow to reach them. The program’s pace has been added fodder for critics who say de Blasio’s plan was not aggressive enough to fix schools that have been low-performing for years.

But the administration has put more of a focus on the Renewal schools in recent months, even redirecting more than $50 million from an expansion of the mayor’s after-school initiative.

A principal of a Renewal school said he had noticed the change, saying that a new deputy in his district superintendent’s office has been hired to specifically work with the struggling schools.

“Once I got that person, things started moving more quickly,” said the principal, who said he received a draft of the benchmarks more than a week before a customized version was sent to his school.

Principals and school leadership teams much agree on and submit the goals by June 15, a department spokeswoman said, four days shy of the June 19 deadline for the city to send in a more comprehensive plan for its struggling schools to the State Education Department.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

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