a day in the life

Fist bumps and a war room: A day in the life of a community school director

Fiorella Guevara, left, looked at student writing samples with a bilingual teacher at M.S. 50 in Williamsburg.
PHOTO: Patrick Wall
Fiorella Guevara, left, looked at student writing samples with a bilingual teacher at M.S. 50 in Williamsburg.

Around 4 p.m. on a recent Friday, Fiorella Guevara got around to eating her lunch.

Then she leaned back in the student-sized chair where she was sitting in an empty classroom and let out a long sigh.

“Oh man I’m tired,” said Guevara, the new community school director at M.S. 50 in Williamsburg. “This is why I never sit down for too long.”

Instead, she bounds from room to room, checking on the classes she oversees, meeting with the principal or calling up parents, pausing just long enough to hug one of the students whose affection she’s earned in her few months on the job.

“She is a fireball,” said Franklin Tapia, the parent of an eighth-grader at M.S. 50, whom Guevara recently hired to work as a mentor and soccer coach. “I don’t know how she does it. She’ll come in 9 o’clock in the morning sometimes and she won’t leave until 9:30, 10 o’clock at night.”

Community school directors like Guevara play a key role in Mayor Bill de Blasio’s plan to revitalize 94 of New York City’s low-performing schools — including M.S. 50, where just one in 10 students passed last year’s state English tests, and 40 percent of students are considered chronically absent. Each school has a director responsible for coordinating the activities, social services, and parent workshops that the mayor is hoping will help set the schools on a different path.

That’s a tall order. But if anyone seems up to the task, it’s Guevara, who taught elementary school for five years before working with an advocacy group dedicated to creating service-rich schools that partner with parents.

“I truly, 100 percent believe in community schools,” she said.

Chalkbeat stopped by M.S. 50 recently to see how the job really worked. Here are highlights from Guevara’s day.

Guevara worked with a student during an art class.
PHOTO: Patrick Wall
Guevara worked with a student during an art class.

11:20 a.m. — Troubleshooting

The mission of community schools is to treat students’ physical or emotional ailments so they can focus on learning. For Guevara, that means switching from nurse to counselor to administrator.

When she walked into a bilingual class, where the children were eating a lunch of chicken and rice, she found a boy who had hurt his ankle. In fluent Spanish, she told him to get some ice and elevate it.

Then she read a letter a girl had received from the health department saying she was missing a mandatory physical exam, though the girl said she’d already had it. Guevara promised to investigate.

Next, she dropped by a peer-mediation class that she started at the school this year. She listened in as the students, munching on pizza, discussed the need to stay neutral when settling disputes between classmates. Then Guevara, whose iPhone is always on hand, took a snapshot of the attendance list: A few students were missing.

“My day-to-day is ensuring that the vision we’ve laid out is going,” she explained. “And also troubleshooting when there’s something that’s not going right with the plan.”

Moments later, she was in the main office showing the health department letter to Benjamin Honoroff, the principal brought in this year to spearhead the school’s turnaround. Then she stepped into the crowded hallway as students returned from lunch.

She hugged a girl, told a boy to spit out his gum, then pulled aside a girl wearing a “M.S. 50 is a bully-free zone” shirt — she was one of those who had skipped the peer-mediation class. Without scolding, Guevara told her how important it is to show up for class, then sent her on her way.

“Alright kids,” Guevara said, speed-walking to her next appointment, “get back to class.”

Guevara led an attendance meeting.
PHOTO: Patrick Wall
Guevara led an attendance meeting.

12:40 p.m. — Partnerships and pressure

Guevara and Honoroff sat down in a science room with two representatives from El Puente, a 34-year-old community organization headquartered in a former church around the corner from the school.

At the heart of each of the city’s new community schools is a marriage between the school and a nonprofit. With input from Honoroff, El Puente choose Guervara to run its operations at M.S. 50.

One of the group’s main initiatives is to send artists to work with classroom teachers to help students produce a creative project, like a play, that combines academic content with the arts. At the meeting, Guervara recounted a recent conversation with a boy who is struggling academically, but who had shined in his role as Hades in a play last year about Greek mythology.

“I love doing that,” she recalled the boy saying.

But, in a roundabout way, the group acknowledged that the program was struggling to stay on course as some classroom teachers focused their energy on other work. Honoroff pointed out that an official review of the school, and state exams, were both around the corner. The school’s results are sure to be scrutinized for signs of progress — or backsliding.

“There’s a bunch of pressure on the teachers coming up,” Honoroff said.

Frances Lucerna, El Puente’s executive director, said she understood.

“I get it,” she said. “There’s so much that’s at stake right now.”

J.H.S. 50 Principal Benjamin Honoroff at an attendance team meeting.
PHOTO: Patrick Wall
J.H.S. 50 Principal Benjamin Honoroff at an attendance team meeting.

1:40 p.m. — The war room

Guevara perched on the edge of a desk in the computer lab, her attendance team assembled around her. It was the school’s equivalent of a war room, and the battle was getting kids to show up to class.

One of the central goals of the city’s community-school program is improved attendance. The idea is that no amount of instruction will get struggling students caught up if they don’t attend class.

Guevara asked for an update from Tapia, the parent and mentor. He described a “chill room” he’d set up, complete with posters of Beyoncé and Malcolm X, where students could hang out with their mentors during lunch.

Then Guevara read through a list of the most frequently absent students, asking each team member to choose a few to keep close tabs on.

Next, they went over the results of a survey of 15 students whose attendance had improved dramatically this year. In explaining why they had missed so much school last year, nine students cited illness and 11 mentioned “appointments.”

“Part of what this triggers for me is the health aspect of community schools,” Guevara told the group, saying the responses showed the need for a school-based health clinic.

Honoroff, who’d sat in the back of the room as Guevara led the meeting, found the results encouraging. If the appointments included parents taking their children with them to an immigration lawyer, he suggested, perhaps the school could offer free legal clinics.

“Great stuff, guys,” he said.

3:02 p.m. — Jumping jacks and fist bumps

The school day lasts an extra hour this year at the 94 struggling schools, part of the mayor’s plan to turn them around. But at M.S. 50, students weren’t complaining.

That’s because, in addition to receiving help with math or reading, they get to play soccer, learn to crochet, practice debating, try jazz dancing, or record podcasts, among other options.

Usually Guevara moves from room to room. But an art teacher was absent, so Guevara oversaw her mural-making class. The task that day was for students to sketch the signatures they would use to sign the mural, which will be painted in a third-floor hallway. At the end of the period, Guevara had the students unwind by doing jumping jacks, squats, and running in place.

After that, Guevara headed upstairs to meet with Carolina Hidalgo, the bilingual teacher. The two are experimenting with an alternative to parent-teacher conferences called “academic parent-teacher teams.”

Instead of the typical report-card meetings, this model has parents come into the school for three workshops throughout the year, where the teacher explains the skills that students must learn and gives parents tips for helping. It’s designed in particular for parents with limited formal educations and those still learning English, who want to be involved in their children’s learning, but don’t know how.

“It’s like you’re building your team,” Guevara explained. “Who’s going to be the support structure for the student in all their learning spaces?”

After the pair finished looking at student writing samples, Guevara stopped by Honoroff’s room to say goodbye before the break. They went over some last-minute business, then bumped fists.

“Get some rest,” she said.

$1 billion

The tension between CPS enrollment declines and new schools

PHOTO: Tim Boyle/Getty Images
The West Loop neighborhood on the Near West Side is booming with new residents and corporate headquarters.

Chicago plans on opening a handful of schools in the next several years. But for whom?

Chicago Public Schools faces a critical decline in enrollment and is closing or phasing out four more schools on the city’s South Side as a result.

Yet the district just unveiled a new $1 billion capital plan that adds schools: an open-enrollment high school on the Near West Side and an elementary school in the Belmont Cragin community on the Northwest Side. That’s in addition to repurposing two old buildings to open classical schools in Bronzeville on the Near South Side and West Eldson on the Southwest Side.

CPS is soliciting feedback about the plan this Thursday ahead of next week’s board of education vote, but community organizers say the proposal shows a bias toward investments in or near high-growth, gentrifying areas of the city. Some complain the new schools will siphon enrollment and resources from current neighborhood options, and worry the schools are an election-year ploy that will exacerbate or enable gentrification. Others contend that the district’s spending still prioritizes white and mixed communities near downtown and on the North Side as opposed to majority black and Latino communities on the South and West sides.

Despite the criticism, and despite declines in city population and enrollment, CPS said it is taking a neighborhood-by-neighborhood approach to to creating new schools and academic opportunities. In a statement to Chalkbeat Chicago, CPS defended its decision to open new schools, despite enrollment declines, by citing community demand. And CPS CEO Janice Jackson told a room of business and nonprofit executives at the City Club of Chicago on Monday, “we can’t do great work without investing” — and not just in school staff, but in buildings themselves.

At a budget hearing later in the day, Chicago Board of Education President Frank Clark stressed the money was being allocated “with a great deal of focus on local schools that in the past had legitimate reason to feel that they were not prioritized as they should (be).”

The problem, still, is fewer and fewer families are enrolling their students at CPS.

Enrollment is declining at Chicago Public Schools.

The roughly 371,000 students enrolled at CPS this year is a 15 percent decrease compared with the year 2000, when enrollment topped 435,000, according to CPS data. And there’s no sign the numbers will trend upward soon:  The district projects about 20,000 fewer students to enroll in the next three years. The trends mirror population drops in Chicago, which has about 182,000 fewer residents than it did 18 years ago, according to Census data. More than 220,000 black residents have left since the year 2000.

One expert on neighborhood change in Chicago, Alden Loury of the Metropolitan Planning Council, said building new schools shouldn’t be part of a broad policy given the city’s population declines. However, he said new schools may make sense in certain areas.

“You may see pockets within the city where there’s a very clear difference happening,” he said.

Demographer Rob Paral, who publishes Chicago demographic data on his website, said while the city’s population might be down, some parts of the city that have grown, especially areas that are gentrifying and former white ethnic enclaves transformed by Latinos and immigrants.

“Chicago has got these microclimates when it comes to neighborhood change,” Paral said.

You’ll see what he’s saying in Belmont Cragin, a community just west of one of Chicago’s most popular gentrifying communities, where the population has ballooned as the overall city population has dropped.

A new elementary school for Belmont Cragin

Belmont Cragin is a quiet, working-class neighborhood full of single-family brick bungalows and two-flat apartments. Taquerias, Mexican boutiques, hair salons and auto bodies dominate commercial corridors that used to serve more Polish residents, who are concentrated on the northern end of the community.  Since 1990, Belmont Cragin’s population has increased 40 percent to 80,000 and changed from two-thirds white to 80 percent Latino. Paral said Latinos have moved from communities like Logan Square to the east, where gentrification pushed them out, and replaced aging white populations. Latinos have similarly transformed former enclaves for European immigrants on the Southwest Side, like West Eldson and Gage Park.

CPS said in its statement that community groups and leaders in Belmont Cragin advocated for the elementary school, and that CPS “shares these communities’ vision of expanding high-quality educational opportunities to children of all backgrounds.”

CPS wouldn’t say who in the Belmont Cragin community had asked for a new school. It wasn’t Rosa Reyes or Mariana Reyes (no relation). They said their children’s school, Burbank Elementary, is losing students and needing improvements to its roof, heating and cooling systems. The district labels Burbank, like most schools in Belmont Cragin, as efficiently using its space and not yet suffering  from under-enrollment — yet. Still, its student body is shrinking. Latino enrollment at CPS seems to be falling, too. Experts note that immigrants are coming to the city at much lower rates than in the past when they offset black population loss, and that birth rates have declined across the board. 

The mothers said CPS allowed a Noble Charter Network to open in 2014 that exacerbated enrollment declines at Steinmetz High School, and that the same happened to Burbank in 2013, when an UNO charter elementary opened a few blocks west of the school.

Steadily losing students costs Burbank funding, doled out per-pupil. That’s why they the parents don’t support CPS’ new school proposal.

“It will be taking from the local schools,” Rosa Reyes said.

A push for a Near West Side high school

Drive west from Chicago’s central business district and you’ll pass through the Near West Side, one of the city’s 77 official community areas. However, those official boundaries also contain a racially and economically diverse mix of neighborhoods. East of Ashland, you’ll see the West Loop, home to mostly white and affluent residents, pricy condos, trendy restaurants, and a booming business community that includes corporate headquarters for Google and McDonalds.

But west of Ashland, as you approach the United Center where the Chicago Bulls play, you’ll find more low-income residents, public housing, and African-American residents. Like Belmont Cragin, the Near West Side has witnessed immense population growth in recent decades. White people have flocked to the area, especially the affluent West Loop, while the black population has plummeted. In 1990, about 66 percent of Near West Side residents were black and 19 percent were white. Nearly 20,000 new residents have moved in since then. Today, the Near West Side is 30 percent black and 42 percent white. An analysis by the Metropolitan Planning Council found that most African-Americans leaving Chicago are under 25, and low-income. Alden Loury, the council’s research director, said the city is struggling to retain young black people who might eventually establish families, and that many black Chicagoans have left seeking better job markets, more affordable housing, and higher quality schools.

CPS hasn’t announced where on the Near West Side it will put its proposed $70 million high school – but the community groups calling loudest for it are pro-business groups and neighborhood organizations led by mostly white professionals. The community group Connecting4Communities and the West Loop business organization the West Central Association have advocated for a new high school and see the mayor’s proposal as responsive to the growing community.

“Most of the high schools that people are comfortable sending their children to, the good ones, are selective enrollment,” said Executive Director Dennis O’Neill of Connecting4Communities.

He said that parents whose children don’t test into those schools—Jones College Prep, Whitney M. Young Academic Center, and Walter Payton College Prep —lack an acceptable option.

“Our neighborhood school, Wells, which is nowhere near our neighborhood, is so under-enrolled, and is not [a school] that people feel comfortable sending their children to,” he said. “When people see a school is so woefully under-enrolled, they just don’t have confidence in it.”

Wells Community Academy High School, which sits near the intersection of Ashland and Chicago avenues, also is mostly black and Latino, and mostly low income.

But O’Neill emphasized that high school request isn’t an effort to exclude any groups. He said the groups have a proposal for a new high school that draws on eight feeder schools, including a school serving a public housing development, to ensure the student body reflects the diversity of Chicago.

Loury of the planning council said it makes sense that as the Near West Side grows there’s a desire to satisfy that growing population. However, he found the idea of low enrollment at a predominately black and Latino school amid a boom in white population to be problematic. Parents might avoid sending their children to certain schools for various reasons, but a new building nearby furthers disinvestment in schools struggling to fill seats.

“It’s a pretty classic story in terms of Chicago and the struggles of integration and segregation,” he said.

A classical debate in Bronzeville

When it comes to CPS’ new school plans, line items don’t always mean new buildings, as evidenced by the two classical schools opening in existing structures in West Eldson on the Southwest Side and in Bronzeville on the South Side.  

Bronzeville Classical will open this fall as a citywide elementary selective enrollment school. Classical schools offer a rigorous liberal-arts curriculum to students who must test in. Last year, more than 1,000 students who qualified were turned away for lack of space, according to CPS, which is spending $40 million to expand three existing classical programs elsewhere.

“The district is meeting a growing demand for classical programs by establishing programs in parts of the city that do not have classical schools, like Bronzeville – making this high-quality programming more accessible to students in historically underserved neighborhoods,” the CPS statement read.

A spokeswoman for Alderman Pat Dowell, in whose ward the school is opening, responded to requests to interview the alderman with an emailed statement supporting the new Bronzeville school.

“It provides another quality educational option for families in Bronzeville and other nearby communities,” read the statement. “No longer will children from near south neighborhoods seeking a classical school education have to travel to the far southside, westside or northside for enrollment.”

However, some South Side residents see the classical school as problematic.

Natasha Erskine lives in Washington Heights on the Far South Side, but is Local School Council member at King College Preparatory High School in the Kenwood community near Bronzeville. She has a daughter enrolled at King, a selective enrollment high school. Before that, her daughter was in a gifted program at a nearby elementary school. Erskine supports neighborhood schools, but struggled finding schools that offered the kind of field trips and world language instruction many selective enrollment schools offer.

“I see the disparity, because it’s one we participate in it whether I like it or not,” she said.

Bronzeville is a culturally rich neighborhood known as Chicago’s “Black Metropolis,” where black migrants from the South forged a vibrant community during the Great Migration, building their own banks, businesses and cultural institutions.

And it retains a resilient core of committed black residents, but has suffered some decline and lost population like other black neighborhoods.  The community area that contains Bronzeville and Douglas has lost about half of its black population since 1990.

But Bronzeville is adjacent to the gentrified South Loop, which is grown increasingly white in recent years. And it’s a short drive  from Woodlawn, where the Obama Presidential Center is slated to be built. Paral, like other observers, predicts the Bronzeville is one of the areas between the South Loop and the Obama Library that will be further gentrified in coming years.

Jitu Brown, a longtime Chicago education organizer and community leader who heads the Journey for Justice Alliance, believes that the investments are an attempt to attract more white families to areas at a time when low-income people and African-Americans are being priced out and leaving the city. Brown added that creating more selective-enrollment schools is a different type of segregation: “You’re segregating talent.”

On Thursday, the district will solicit feedback about the spending plan via simultaneous public hearings at three different sites, Malcolm X College, Kennedy-King College, and Truman College. Here are the details.

Who's leaving?

63 teachers are leaving Detroit’s main district. Here’s a list of their names and former schools.

PHOTO: Getty Images

Is your child’s favorite teacher saying goodbye to the Detroit Public Schools Community District?

Last week, Detroit’s main district released the names of 63 teachers and 55 building staff members who retired or resigned by the end of June. We have a list of their names and the schools where they worked.

Rather than leave classrooms during the school year, teachers typically choose to retire or switch school districts while students are on break. This is only the first wave of departures expected this summer — one reason schools in Detroit are racing to hire certified teachers by the fall.

But for Detroit families, the teachers on this list are more than a number. Scroll down to see if an educator who made a difference in your child’s life — or your own — is leaving the district.

Teacher and staff separations in June 2018. Source: Detroit Public Schools Community District