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After 41 SESIS errors over two hours, a special-ed teacher joins a push for reform

PHOTO: Patrick Wall
Special-education teacher Megan Moskop at a forum Monday where she described problems with the data-tracking system, SESIS.

When her son was in pre-kindergarten, Tiffany Zerges asked the city to find out whether he had a disability and to come up with a plan to serve him.

“Although by law we were allowed a response to our request within 60 days,” Zerges said at a special-education forum this week, “60 days came and went, then 90, then 120 days.”

Once her son was belatedly evaluated, specialists contracted by the city began working with him. But those specialists rarely coordinated with the boy’s teachers or updated Zerges on his progress, she said, adding that she met with service providers just twice over three years.

“Children are losing months and even years of their education while we wait,” said Zerges, whose son is now in second grade at P.S. 361 in Manhattan. “We need changes to happen now.”

Monday’s forum was organized by a coalition of faith-based groups called Metro IAF, which hosted two similar forums last May that Chancellor Carmen Fariña attended. Though Fariña promised then that services for the nearly 188,000 city students with disabilities would improve under her restructuring of the education department, the group insisted Monday that special-education problems remain widespread.

The department confirmed that earlier this month when it released data showing that nearly 30 percent of students with disabilities, like Zerges’ son, had to wait longer than the legal limit to receive the plans that initiative support services. The report, which was mandated by a City Council law, also said that 35 percent of students only receive some of the services they require, while 5 percent — or almost 8,600 students — receive none at all.

The city has cautioned that those figures are not fully reliable because of grave flaws with the department’s $130 million special-education tracking system, known as SESIS. The online system has been plagued by technical problems since it launched in 2011, and student information remains on multiple, disconnected databases. Early on, the system’s glitches forced so many teachers to input data on evenings and weekends that an arbitrator eventually ordered the city to pay out $38 million in overtime.

At Monday’s forum, special-education teacher Megan Moskop said SESIS remains as troubled as ever.

During a recent two-hour session she spent plugging data into SESIS, Moskop said she received 41 error messages. The time spent contending with the faulty system leaves less time to work with students, she said.

“We educators want to be helping students with disabilities,” said Moskop, who teaches at M.S. 324 in Washington Heights, “but instead we’re pressured and sometimes forced to prioritize this dysfunctional data-keeping over real student service.”

Last month, Public Advocate Letitia James filed a lawsuit against the city claiming that problems with SESIS have left some students without services and caused the city to lose millions of dollars in Medicaid reimbursements. On Wednesday, the city’s Independent Budget Office said those reimbursements fell $373 million short of the city’s initial projections from 2012 to 2015.

At the forum, Metro IAF members called on Fariña to quickly initiate a series of reforms, such as adding extra members to the teams that create plans for pre-K students with disabilities and fixing SESIS.

“This is not just a moral obligation to educate every child,” said Rabbi David Adelson of the East End Temple in Manhattan. “It’s also federal law to provide decent services.”

An education department spokesman said that the city is working to improve its Medicaid claiming process and expects to see an increase in claims this year. Rule changes and a “corrective action plan” the city was required to enact have limited its ability to file claims, he added.

He also said that a multi-agency task force is looking for ways to improve SESIS, and that the department has launched several new programs for students with autism, hired 300 extra occupational therapists, and added staffers to help create learning plans for students with disabilities.

“We know there is more work to be done,” said the spokesman, Harry Hartfield, “and we will continue to invest in programs and services to ensure that every student can succeed.”

newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

Who Is In Charge

Indianapolis Public Schools board gives superintendent Ferebee raise, bonus

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Indianapolis Public Schools Superintendent Lewis Ferebee is getting a $4,701 raise and a bonus of $28,000.

The board voted unanimously to approve both. The raise is a 2.24 percent salary increase. It is retroactive to July 1, 2017. Ferebee’s total pay this year, including the bonus, retirement contributions and a stipend for a car, will be $286,769. Even though the bonus was paid this year, it is based on his performance last school year.

The board approved a new contract Tuesday that includes a raise for teachers.

The bonus is 80 percent of the total — $35,000 — he could have received under his contract. It is based on goals agreed to by the superintendent and the board.

These are performance criteria used to determine the superintendent’s bonus are below: