state of the state

Gov. Cuomo unveils plan to expand community schools, urges scrutiny of charter enrollment

PHOTO: NYS Governor's Office/Flickr
Gov. Andrew Cuomo gave his 2016 State of the State address Wednesday.

Gov. Andrew Cuomo proposed boosting state education spending, particularly for troubled schools, in an agenda-setting speech Wednesday that shied away from the contentious education proposals that defined last year’s address.

His most significant proposal was a $100 million plan to convert struggling schools into resource-filled “community” schools. He also called for more funding and oversight for charter schools, a $2.1 billion increase in school funding over the next two years, and a series of changes to the Common Core learning standards, which a state panel recommended last month.

The changes include a temporary ban on the use of test scores to evaluate teachers, which marks a reversal from Cuomo’s proposal in last year’s State of the State address to increase the weight of test scores in evaluations. Cuomo did not mention the evaluations on Wednesday, but instead blamed the state education department for a bungled rollout of the standards and assessments, which he suggested had fueled parents’ massive test boycott last year.

The changes are necessary to restore the public’s faith in the state’s education system, he said.

“The education system fails without parental trust,” he said during his roughly two-hour budget and policy speech.

Groups that say the state’s urban schools are severely underfunded were disappointed by Cuomo’s proposed budget increase, while charter school groups were pleased with the idea of extra funds. His more modest education plans this year avoided the fierce attacks by critics that last year’s speech provoked — particularly the state teachers union, which called last year’s speech “intellectually hollow” and “misguided.”

On Wednesday, the union called Cuomo’s latest address “a starting point that sets a positive tone for public education.”

More funding for community schools

The governor wants to earmark $100 million to expand the number of “community” schools, which would provide before-and-after school mentoring, summer activities, and health services to students.

Of that $100 million, $75 million will be allocated to the 17 districts that have schools the state has designated as struggling based on their low test scores or graduation rates. (Last year, only “persistently struggling” schools were eligible to receive a portion of $75 million set aside for turnaround efforts.)

New York City has led the charge on creating community schools. Adding extra support services to struggling schools is at the center of the city’s “Renewal” improvement program, which predated the state’s turnaround effort.

More funding, and enrollment scrutiny, for charter schools

Cuomo, a longtime supporter of the charter-school movement, had mixed messages for charter schools.

He made it clear that he supports the development of more charter schools. His budget proposal increases funding for charter schools by $27 million and will allow the per-pupil funding formula for charter schools to change. (The state’s charter law has frozen per-pupil spending in recent years, frustrating charter advocates who note that their budgets haven’t increased even as district school budgets have.)

“Governor Cuomo’s proposal is a vital element of fixing funding inequity for charter schools,” the pro-charter advocacy group Families for Excellent Schools said in a statement.

He also said he wants state officials to examine the enrollment and retention policies at charter schools. There’s been “anecdotal evidence of troubling practices,” the budget materials read.

That could be a shot at Success Academy, the largest charter school network in New York City, which has been under scrutiny recently after one principal created a “Got to Go” list of troublesome students.

Common Core, state tests, and a final flip-flop

The governor officially accepted all 21 recommendations of made by his Common Core task force in December. It recommended editing the controversial learning standards, especially those for the youngest students, and a number of changes to state tests. The task force also recommended suspending the use of state test scores in teacher evaluations.

Cuomo’s endorsement of the suggestions represents a complete reversal of his policy on teacher evaluations. Last year he used his State of the State Speech to call for tougher teacher evaluations. At Cuomo’s urging, the legislature passed a law that required standardized testing counted for about half a teacher’s evaluation.

The law helped spark a state test opt-out movement that included 20 percent of public school students statewide.

Funding

The governor proposed a $2.1 billion increase in state aid to schools over the next two years and a $1 billion increase this year. Cuomo’s materials boast that the allocation would increase school aid to the highest level in history, though it’s lower than the Board of Regents proposal for $2.4 billion in the 2016-17 school year.

It’s also lower than what many education interest groups want. The New York State Educational Conference Board, which is comprised of groups like the state teachers union and the council of school superintendents, suggested a $2.2 billion increase.

Cuomo also proposed eliminating the $434 million Gap Elimination Adjustment, which cut education funding during the financial crisis based on a formula that took a district’s share of high-needs students into account.

Mayoral control

With mayoral control of New York City’s schools set to expire this year, the governor said Wednesday that he supports a three-year extension.

He also supported a three-year extension last January, but ended up renewing the law for only a year amid a public feud between with Mayor Bill de Blasio, who accused Cuomo of using mayoral control as a “political football.”

The mayor struck a more conciliatory tone after governor’s speech.

“I would say this is a system that should be locked in for the long-term, or certainly extended on a longer basis,” de Blasio said in a press conference after the speech, “but I appreciate that the governor put forward a specific number.”

Pre-kindergarten

The budget included an additional $22 million for pre-kindergarten programs specifically for three year olds. The investment should create 2,000 to 2,500 new pre-K seats across the state.

Cuomo also supports additional monitoring of pre-K programs. An additional $2 million would support QUALITYstarsNY, a program that reviews early education programs. In the past, pre-K sites didn’t have to use the program. Under Cuomo’s plan, those serving high-needs students would be required to participate or lose state funding.

New York City, where de Blasio has made the expansion of pre-K a signature issue, is using its own system to review individual pre-K programs. Last month, the city announced results from its first review, which indicated that about 77 percent of pre-K programs were meeting a benchmark that shows positive impact on students.

Who Is In Charge

CPS to enforce nine training sessions for local school council members

PHOTO: Elaine Chen
Local school council members at a training session on Tuesday

In a classroom at Bogan High School Tuesday, trainer Jose Ortiz quizzed four local school council members on why they have to hold public meetings before approving their school improvement plan, a key document outlining school priorities and direction. The room fell silent.

“Because,” he answered himself, “the worst thing that the local school council could do is not consult the community.”

Ortiz’s training session illustrated the challenges that Chicago Public Schools faces in ensuring that all members of the powerful councils understand their roles and responsibilities.

The district requires those who help govern its 646 schools each attend around 18 hours of in-person training, or nine online modules. But not everyone complies: Ortiz said that last week, around 10 people attended each module he taught, and on Tuesday, only four people sat through his class. Most council members take the training online, but the effectiveness of those modules is questionable, council members said.

In a district whose school board is appointed by the mayor instead of elected by city residents, the councils, as Ortiz pointed out, serve as important channels enabling residents to drive the direction of their children’s education. Normally consisting of 12 members, including the principal, teachers, parents, and community members, the councils hire and evaluate the principal, approve the budget, and help craft two-year school improvement plans for their schools.

Chicago schools have another problem with the councils: 47 percent of schools have failed to field enough candidates to fill seats, which then allows sitting council members to fill the vacancies. That means less electoral control for residents. It’s unclear if the training requirement deters people from seeking council seats.

Nevertheless, district officials said that this year they will enforce the training requirement and will contact members who fail to finish it.

“We are going to start removing people this year, but it will be after contacting them by email, through phone and then giving them an opportunity before we schedule a hearing, and then we will consider removing them,” said Guillermo Montes de Oca, director of the Office of Local School Council Relations.

As Ortiz continued with his training, he asked if members remember approving their school improvement plan in the past school year. The attendees looked at him with puzzled faces.

“Oh yes, I remember now,” said Andrea Sanchez, a council member at Richard J. Daley Elementary Academy. But, she added, “it’s just overwhelming because you’re looking at numbers and pages, especially when you’re not used to seeing it.” Sanchez has been a council member since December, but she had attended only one out of the nine mandatory training modules before Tuesday, because most of the two-hour sessions were held in various locations throughout the city far from her home.

According to the Illinois School Code, council members must finish all modules within six months of taking office, so newly elected members who take office on July 1 have until Dec. 31 to complete the modules. CPS has never removed a council member for not finishing the training, said Guillermo Montes de Oca. However, that’s changing.

This year, CPS has also been encouraging council members to finish the modules by July 31, he said, because “if you’re going to be seated, discussing the budget and everything, you need to be informed.”

Sanchez said she didn’t know know about the six-month deadline until Tuesday. She wishes the nine modules would be held all at once at her school. “The information in the modules should be given to us right away [upon joining the council],” she said.

Montes de Oca said that the Office of Local School Council Relations encourages council members to take the training online. Especially because the office only offers a few modules per month, to meet the July 31 deadline, council members would have to take most of their training online.

But the attendees Tuesday seemed to prefer the in-person trainings . Denishia Perkins, a council member at Shields Middle School for almost two years, said that she had taken all the training modules online, but they “didn’t do much for me.” The online training consists of clicking through slides of bullet-pointed information and then taking a short quiz at the end of each module.

“It’s so possible to get elected and not know about this stuff,” Perkins said. So she decided to attend the in-person training on Tuesday.

Sanchez said of Ortiz’s class, “It felt one-on-one, and he’s really explaining it to you.”

The trainings are not the only impediment to filling local school council seats.

A representative from the parent group Raise Your Hand told the Sun-Times that people may not want to run for a council position because “people are a little frustrated at the weakening of the local school council.” Currently, 50 percent of principals’ evaluations rely on CPS’ data and metrics, when previously the evaluations relied solely on the council members’ judgment.

Sanchez said that the work of councils are just not advertised enough, and many parents like  her already are involved with jobs or other organizations.

“I don’t think the parents know that we’re that important,” Sanchez said. “I didn’t know either.”

performance based

Aurora superintendent is getting a bonus following the district’s improved state ratings

Aurora Public Schools Superintendent Rico Munn. (Photo by Andy Cross/The Denver Post)

Aurora’s school superintendent will receive a 5 percent bonus amounting to $11,820, in a move the board did not announce.

Instead, the one-time bonus was slipped into a routine document on staff transitions.

Tuesday, the school board voted on the routine document approving all the staff changes, and the superintendent bonus, without discussion.

The document, which usually lists staff transfers, resignations, and new hires, included a brief note at the end that explained the additional compensation by stating it was being provided because of the district’s rise in state ratings.

“Pursuant to the superintendent’s contract, the superintendent is entitled to a one-time bonus equal to 5 percent of his base salary as the result of the Colorado Department of Education raising APS’ district performance framework rating,” the note states.

The superintendent’s contract, which was renewed earlier this year, states the superintendent can receive up to a 10 percent bonus per year for improvements in state ratings. The same bonus offer was in Munn’s previous contract with the district.

The most recent state ratings, which were released in the fall, showed the state had noted improvements in Aurora Public Schools — enough for the district to be off the state’s watchlist for low performance. Aurora would have been close to the five years of low-performance ratings that would have triggered possible state action.

“I am appreciative of the Board’s recognition of APS’ overall improvement,” Superintendent Munn said in a statement Wednesday. “It is important to recognize that this improvement has been thanks to a team effort and as such I am donating the bonus to the APS Foundation and to support various classroom projects throughout APS.”

This is the only bonus that Munn has received in Aurora, according to a district spokesman.

In addition to the bonus, and consistent with his contract and the raises other district employees will receive, Munn will also get a 2.93 percent salary increase on July 1. This will bring his annual salary to $243,317.25.

At the end of the board meeting, Bruce Wilcox, president of the teachers union questioned the way the vote was handled, asking why the compensation changes for teachers and compensation changes for other staff were placed as separate items on the meeting’s agenda, but the bonus was simply included at the bottom of a routine report, without its own notice.

“It is clear that the association will unfortunately have to become a greater, louder voice,” Wilcox said. “It is not where we want to be.”