by Lynda Rubin
Attending: Co-chairs Dr. Chris McGinley and Dr. Angela McIver, Committee members Julia Danzy, Mallory Fix Lopez, Maria McColgan, Student Representatives Alfredo Practico and Julia…
McGinley opened the meeting. The November 8, 2018 Minutes were approved.
Every Student Succeeds Act Changes Assessment
Chief of Schools Dr. Shawn Bird gave his presentation on the first item on the agenda—modifications made to the federal ESSA (Every Student Succeeds Act) which has replaced No Child Left Behind (NCLB). Pennsylvania’s plan, entitled “Future Ready PA Index” (www.FutureReadyPA.org), stipulates that schools will be judged on two years of data instead of one and will cover more than just academic proficiencies and less emphasis on just standardized tests. The new plan will track academic proficiency, on-track progress and college and career readiness indicators. Within those categories new items will include annual growth, English language proficiencies, chronic absenteeism, 3rd grade Reading and 7th grade Math proficiencies, 4- and 5-year graduation rates, and career standards benchmarks. The status of all schools in the state can be accessed on this Index.
There will no longer be the NCLB designations for progress and support needs according to Priority and Focus schools. The current categories into which schools will be placed for support are CSI– Comprehensive Support Improvement, ATSI– Additional Targeted Supports and Improvements, and TSI– Targeted Support and Improvements. Schools in CSI and A-TSI designations will be tracked for three years. Charter Schools Office Director Christina Grant reported that this year 60 of Philadelphia District schools, including 10-12 charter and cyber schools, are in CSI and A-TSI categories. As of this meeting, the names had not been given to the district, but had been shared with the actual schools. Those schools assigned to CSI will be the bottom 5% Title I schools and high schools with graduation rates of 67% and below.A-TSI schools will track any school with a student group that meets CSI parameters in one or more subgroups. TSI will comprise, for one year, any school with a student group that meets CSI parameters for one or more subgroups and is designed as an early warning system. However, the progress of one or more subgroups (e.g. English learners, chronic absenteeism, etc.) will have more weight in determining the status of each school.
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by Lisa Haver
For the third consecutive year, the Hite administration has placed several neighborhood schools into its “System of Great Schools” (SGS), to be redesigned according to a set of apparently predetermined outcomes. The District once again went through the motions of providing community engagement in a series of poorly designed parent focus groups. These featured the simplistic questions asked of participants and the lack of informed District personnel to provide information or answer relevant questions about possible outcomes.
Although millions will be spent, the fate of three schools will be determined, and the future of the children and staff at the schools may change significantly, there has been no press coverage.
APPS members have attended 15 of the 16 focus group meetings at Locke, Harrington and Lamberton, all elementary schools in West Philadelphia. [See links to the individual reports below.] APPS members also attended all three of the SGS kickoff meetings. Despite pronouncements from District officials about changes this year as a result of “lessons learned”, the process so far has been a replication of the last two: the same rationale, the same power-point presentation, the same misrepresentation of the process and possible outcomes. What remains to be seen: whether there will be the same disregard for the stated wishes of the parents and community members. Unfortunately, none of the members of the Board of Education came to any of the 15 meetings. Although they might see the reports, they did not hear firsthand from parents and community members.
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by Diane Payne
The Board of Education’s Committee on Student Achievement and Support held its first meeting on Thursday September 13. Eight members of APPS attended this meeting; seven testified. There were several presentations by district officials: Superintendent William Hite, Head of Schools Shawn Bird, Director of Academic Support Dr. Malika Savoy-Brooks, Director of Early Education Diane Castlebuono, and Interim Director of the Charters Schools Office Christina Grant. (You can view all BOE committee meeting presentation materials at the SDP website.)
Angela McIver and Chris McGinley serve as co-chairs; Julia Danzy, Leticia Egea-Hinton, Mallory Fix Lopez, and Maria McColgan are members of the Committee. Also present for most of the meeting was BOE President Joyce Wilkerson.
The meeting was scheduled for an hour and a half, but adjourned after two hours due to the number and length of staff presentations. At meeting’s end, the Co-chairs acknowledged that the number and length of presentations will have to be reconsidered in an effort to be respectful of time and to allow for public discussion. The 3-minute speaker rule was invoked due to time constraints, and although some went over, no speaker’s mic was shut off.
Staff presentation topics included: Read by 4th literacy initiative, teacher recruitment and retention, System of Great Schools (SGS) procedure and public hearings, and multiple charter school organizations (MCSO). (As noted above, all power points can be viewed on the SDP website.) During the presentation, Committee members asked thoughtful questions that challenged the status quo. For example, in response to Shawn Bird’s presentation on SGS, McGinley told him that “there are elements of the model that I vehemently disagree with.” McGinley added that the Committee would be following up for more information as the hearings on the year’s cohort of targeted schools proceed. The SGS schools this year are all in West Philadelphia–Harrington, Lamberton, and Locke. In response to another presentation, Fix-Lopez asked what other indicators were used besides standardized tests to determine whether graduating seniors were “career and college ready.” McColgan, Fix-Lopez, and Wilkerson expressed concerns around equity in the administration of grants and donations.
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