by Karel Kilimnik
After holding six community meetings at each of the three schools in the 2018 System of Great Schools (SGS) cohort, the District announced one more at each school during the week of February 4th in which the option for each school would be revealed. APPS members attended meetings at all three SGS School last Fall. Our reports can be found here.
The two possible options for the schools were either placement in the Acceleration Network (formerly the Turnaround Network) or allowing each school to develop its own Academic Improvement Plan (AIP) . The main feature of the first option is the requirement that teachers and principals reapply for their positions in their school. Chief of Schools Shawn Bird told the Board’s Student Achievement Committee that teachers had to reapply so that the District would know whether they were willing to attend the additional monthly and summer professional development. If this is true, then the District changed its policy; it has not been true for the previous two years of this program. But why not just ask the teachers if they will attend the PD? Why would they have to go through a re-application and re-interview process just to answer one question? When questioned by the Committee about this, Bird said he wasn’t sure and would have to check. Who would he be asking when he is in charge of the SGS process? Another last-minute policy change: this year, the AIP option could also include a requirement for teachers to reapply. This was not disclosed until the last meeting at Harrington in answer to a question from APPS. The other school communities, as far as we know, have not been informed of this.
Superintendent Hite waited until the 2017/18 SPR scores were reported until making the final decision on whether Harrington, Lamberton, and Locke Schools would enter the Acceleration Network or develop their own Plan. Ultimately, he decided to place all three schools into the AIP Option. Each school would have a Planning Committee selected by the Principal. No criteria was provided as to how Planning Committee members would be selected, only that the Principal would choose them.
As part of the District’s stated plan to “gather information on school strengths, challenges, and ways to improve”, Temple University was awarded a contract to gather input from parents and community members about the strengths and weaknesses of each school. The “Parent. Family, & Community Input Report” (listed under Download Focus Group Report on the SGS website) noted the extremely limited involvement of families. Given that all three schools list student enrollment at over 400, there was paltry parent attendance at each school. The total for parents/community members for all six meetings came to 29 at Harrington, 23 at Lamberton, and 38 at Locke–fewer than ten at each meeting. Their report does not indicate whether Special Ed and/or English Language learners were part of their sample nor what grades were included.