who's the boss?

The state names 62 NYC schools that must quickly improve or face takeover

PHOTO: Kevin P. Coughlin-Office of the Governor/Flickr
Mayor Bill de Blasio and Gov. Andrew Cuomo at a press conference in 2014.

The state named 62 low-performing New York City schools Thursday that the chancellor will be forced to hand over to an outside manager if she cannot swiftly revamp them.

The possible takeovers stem from a law proposed by Gov. Andrew Cuomo, which lays bare a debate between him and Mayor Bill de Blasio about the best way to prop up floundering schools. While de Blasio launched an expensive union-backed program last year that infuses struggling schools with extra resources and support, Cuomo’s plan would empower outside groups to take control of the schools, sidestep union rules, and potentially convert them into charter schools. The law, which passed in April, is a scaled back version of Cuomo’s plan.

Fifty of the schools the law targets are part of de Blasio’s turnaround program. However, the law expands Chancellor Carmen Fariña’s power to make certain changes at the schools, such as requiring all their teachers to reapply for their jobs. The city already forced the entire staffs at two troubled schools to re-interview for their jobs this year, and education department officials said Thursday that they would consider making the principals and teachers at the other state-identified struggling schools do the same.

[See the full list of schools facing takeover here.]

If those schools do not make quick gains under Fariña’s guidance, then she will have to cede control to an outside “receiver,” which could be a school-improvement expert or a nonprofit.

“In these schools, whole generations of students have been left behind,” said recently hired State Education Commissioner MaryEllen Elia, who is responsible for enacting the receivership law. “Superintendents have an obligation to act on conditions that have persisted for too long in these schools.”

Under pressure from the state teacher’s union, lawmakers modified Cuomo’s plan before approving it. The law gives districts at least a year to try to improve their schools before receivers are called in, lets them choose those receivers, and makes the receivers negotiate with the teachers unions before carrying out certain actions. It also comes with $75 million to fund improvements at the schools.

Still, the city and state unions have denounced the plan, saying that struggling schools need more resources and fewer harsh interventions. And de Blasio called it a “formula for disaster” earlier this year, saying the state should give the city’s “Renewal” turnaround program time to work.

In fact, New York may be better positioned under the new law than some cities. Many of the powers that receivers have under the law — such as the ability to bring new health and social services into the schools or extend their hours — are elements of the Renewal program. And the city could potentially expand the deal it already hashed out with the principals and teachers unions, which required the staffs at the two schools to re-interview for their jobs before joint city-union hiring committees.

“The schools designated are all schools that the DOE has already invested tremendous resources in and we are closely tracking all indicators of progress,” said city education department spokeswoman Devora Kaye. “There are no surprises.”

The 62 schools all rank among the bottom five percent in the state. Fifty-five of those schools have been in that category since 2012, and now have two years to hit improvement targets before a receiver would take control. The other seven have been bottom-ranked since 2006 and only have one year to post major gains. (One of those seven, P.S. 64 in the Bronx, is in the process of closing.)

The law gives Fariña the same authority as a receiver, which includes overhauling the schools’ curriculums, adjusting their budgets, and replacing their principals. Unlike other school chiefs across the state, Fariña already has the ability to do much of that because the mayor controls the city’s schools, not a school board.

If she chooses to make staffers reapply for their jobs, the law says she must form hiring panels that include her, two people she appoints, and two union appointees. The law also stipulates that no teachers who have been rated “ineffective” twice on their evaluations may be rehired, and at least half of a school’s senior teachers must be retained.

The city must create intervention plans for each of the schools that list goals around attendance, graduation rates, test scores, and discipline. The law gives the state education department until September to tell districts what those goals should be. If the schools fail to hit those targets, then Fariña must choose a receiver to oversee them.

The state has set aside $75 million for the 144 schools across New York that are affected by the new receivership law, but it was unclear Thursday how much of that would be directed to New York City. The city has budgeted more than $538 million over the next three years for its turnaround program. City officials said the 12 schools that could face receivership but are not in the Renewal program have still received extra funding and help from the city.

On Thursday, the head of a pro-charter school group said de Blasio should make the teachers at all 62 schools re-interview for their jobs. Otherwise, “he will be guilty of refusing to take easy steps to end this city’s failing schools crisis,” said Families for Excellent Schools CEO Jeremiah Kittredge.

The city teachers union chief said de Blasio’s program is best suited to revive the city’s struggling schools, not an outside overseer.

“Receivers have no magic wand,” said United Federation of Teachers President Michael Mulgrew. “We have seen that over and over again, in New York State and across the country.”

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.