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.

Online Shopping

Jeffco launches universal enrollment site to make school choice easy

PHOTO: Yesenia Robles, Chalkbeat
Students in a social studies class at Bear Creek High School in Jeffco Public Schools read about Genghis Khan.

Starting Monday, parents in Colorado’s second-largest district will be able to shop online for schools and, once enrollment opens in January, apply to as many as they like.

The launch of Enroll Jeffco, following the path paved by Denver Public Schools, means some 86,000 students and their parents won’t have to go to individual schools during the work day and fill out paper forms if they want to apply somewhere other than their neighborhood school.

The online system cost about $600,000 to develop and operate for this school year. The district expects it to cost about half of that annually going forward.

Universal enrollment systems allow parents to compare and apply to traditional district-run schools, district schools with specialized programming or models, known in Jeffco as options schools, and charter schools with a single application on the same website. Universal enrollment systems are a key component of what some call the “portfolio model,” in which districts oversee a range of school types and parents vote with their feet. They’ve been controversial in places, especially when coupled with aggressive school accountability policies that lead to school closures.

In Jeffco Public Schools, which is more affluent than many Denver metro area districts, officials see the move to a single, online enrollment system as a valuable service for parents.

“Regardless of how people feel about it, we operate in a competitive school choice environment, both inside the district and outside the district,” Superintendent Jason Glass said. “That compels us to make thinking about that transaction, making people aware of the options and enrolling in our schools, as frictionless and easy as possible.”

Colorado law requires schools in any district to admit any student for whom they have room and for whom the district can provide adequate services, after giving priority to students who live in the district. But many districts still require paper applications at individual schools, and schools in the same district might not have the same deadlines. A recent report by the conservative education advocacy group Ready Colorado found that parents who use school choice are more likely to be white, middle- or upper-class, and English-speaking than the state’s student population. The authors argue that districts should streamline the enrollment process and consider providing transportation to make choice more accessible.

Jeffco isn’t rolling out new transportation options yet, but it might use data from the enrollment process, including a parent survey that is built into the website, to see if that’s desired or feasible. And officials believe strongly that the new online enrollment system will open up more opportunities for low-income parents and those who don’t speak English.

The website will provide information in the district’s six most commonly spoken languages and should be optimized for use on mobile phones. All parents will be required to use the system to express their preferences, including the majority of parents who want to stay in their neighborhood school, and the district is planning significant outreach and in-person technical assistance.

We believe that if all parents are participating, it improves equity,” Glass said. “One of the things we struggle with is that upwardly mobile and affluent parents tend to be the ones who take advantage of school choice. We want all of our schools to be available to all of our families. We think being able to search through and make the enrollment process as easy as possible is an equity issue.”

But critics of universal enrollment systems worry that the ease of application will encourage parents to give up on neighborhood schools rather than invest in them.

Rhiannon Wenning, a teacher at Jefferson Junior-Senior High School, said the link between charter schools and open enrollment systems makes her distrustful, even as many of her students are using the choice process to stay at the school after rising home prices pushed them into other parts of the metro area.

“I understand parents want what is best for their child, but part of that as a citizen and a community member is to make your neighborhood school the school that you want it to be,” she said, calling the universal enrollment system an attack on public schools.

Joel Newton of the Edgewater Collective, which provides community support for lower-income schools in the eastern part of the district, said Enroll Jeffco will give the district much better data on which to base decisions, but he worries that Title I schools, which serve large numbers of students from low-income families, won’t be able to compete.

“With an online system like this, it really needs to be a level playing field,” he said. “And in my area, I’d much rather have resources going to curriculum and instructional aides to catch kids up than going into marketing support. But other areas can do that and they have these big, well-funded PTAs.”

Until now, parents have had to seek out information on each school’s website. The online portal starts by asking parents to enter their address and the grade in which they’re enrolling a student. It then displays the parents’ neighborhood school, with an option to explore alternatives. Each school page has extensive information, including a short narrative, descriptions of special programs like math, arts, or expeditionary learning, the school mascot, and the racial and economic breakdown of the student population. The intent, district spokesperson Diana Wilson said, is to let schools “tell their own story.”

Parents can select as many schools as they want when enrollment opens Jan. 22, and they’ll learn in mid- to late February where they got in. However, they have to commit within five days to one school, ending a practice by which parents in the know kept their options open through the summer months. District officials say this will help them plan and budget better.

Kristen Harkness, assistant director for special education in Jeffco, served on the steering committee that developed the system, and she’s also a parent in the district. Even as a district employee who thought she knew the process inside and out, she managed to miss a deadline for her son to be considered at another middle school.

She said that choosing between schools isn’t a matter of which schools are better but which are a better fit for a particular student. In her case, her son could have stayed at a K-8 or transferred to a combined middle and high school, with each option presenting a different kind of middle school experience. He’s happy at the K-8 where he stayed, she said, but parents and students should have the chance to make those decisions.

The new universal enrollment system is poised to give more families that chance. In the course of the rollout, though, there may be a few glitches.

“We’re doing all we can to look into the future and foresee any technical problems and design solutions to that proactively,” Glass said. “That said, this is our first time, and we ask for people’s patience.”

Family Hubs

Why the Detroit district is turning its adult ed centers into places where families can find helpful services

PHOTO: Lori Higgins
Detroit Superintendent stops at one of the many community agencies that will be providing resources to the family hubs that will open in adult education centers in the district.

The Detroit school district is turning its two adult education centers into sites that will give parents access to a number of academic and community resources in one spot.

It’s a crucial part of Superintendent Nikolai Vitti’s rebuilding effort, because it goes beyond trying to fix curriculum and system failures, and instead works to connect with parents.

“It’s about breaking down walls and barriers and saying, ‘We don’t have all the answers, but we have access to resources that we want to give to you.’ You come in, you start to trust us, gain those resources and fill gaps in your own lives … So we can all do right by children.”

The family hubs, which will open in January, will be located at the district’s Adult Education Center East at 13840 Lappin and at the Adult Education Center West at 16164 Asbury Park. Both centers already offer a range of programming to help older students and adults earn high school diplomas or GEDs, while providing services such as tutoring and career exploration.

Now, those two sites will offer much more, including courses offered through the district’s Parent Academy that help parents learn how to help their children. And, thanks to partnerships with a number of community organizations, parents can also take advantage of other services, such as job training, home ownership classes, and mental health services. There will also be food and clothing donations.

PHOTO: Lori Higgins
Detroit Superintendent Nikolai Vitti announces the creation of family hubs to connect parents with resources.

“By concentrating in one location, we eliminate that red tape and that bureaucracy,” Vitti said at an event announcing the family hubs this week.

“You come here thinking, ‘I’m just going to learn about literacy,’ and then you find out there’s an opportunity to pay a light bill or there’s an opportunity to get job development.”

Iesha Spencer was among the parents the district sought feedback from as the hubs were being developed. She’s a student at the Adult Education Center West.

The hubs, Spencer said, “will be a great opportunity for families to all come together and learn and grow.”

PHOTO: Lori Higgins
A representative of a community organization talks to those attending an event to announce the creation of family hubs in the Detroit school district.

Among the partners who are part of the hubs is the Detroit Training Center, which provides job training in a number of areas, including construction trades, building maintenance, and blight removal. The company will provide some of that training at the hubs.

“If you’re looking for a job, come on down,” Patrick Beal, CEO of the Detroit Training Center, said at the event.

There also will be other activities, such as family dinner clubs, crochet clubs and book clubs, said Sharlonda Buckman, an assistant superintendent in the district.

“We also want to socialize and have fun together. This is about building a social network,” Buckman said.

These are the partners working with the district in the hubs:

 

  • Accounting Aids Society
  • Black Mothers Breast Feeding
  • Detroit Health Department
  • Detroit Land Bank
  • Detroit Parent Network
  • Detroit Training Center
  • Doors of Success
  • Dress for Success
  • Focus Hope
  • Forgotten Harvest
  • Western Michigan University

Want to take advantage of the hubs? You can visit the district’s web site here.