Tennessee

At ASD meetings in Nashville, more emotion than specifics

PHOTO: G. Tatter
Teachers lined the walkway to Neely's Bend Middle Prep in protest against the Achievement School District.

Meetings held by the Achievement School District at two middle schools in Madison Thursday evening  were supposed to be a forum for parents to tell district officials what they wanted to see in a middle school, and for the ASD to explain what kind of changes a state takeover of one of the struggling schools would bring.

Instead, the meetings were high on emotion and low on specifics, leaving parents, elected officials, teachers, and ASD officials alike frustrated.

Parents and teachers in the northeastern Nashville community learned in late November that one of its two middle schools, Madison Middle Prep or Neely’s Bend Middle Prep, both of which received the state’s lowest rating for student growth last year, would be taken over by the ASD effective next school year. The ASD has the legal authority to take over any Tennessee school in the bottom 5 percent as measured by performance.

Since then, some community members have expressed confusion as to why the middle schools in their community  were targeted, and what a state takeover might entail. ASD officials and Metro Nashville Public Schools board members have volleyed conflicting data points, and argued about whether the schools in Madison are already on an upward trend.

On Thursday, parents and children gathered at both schools to learn about LEAD Public Schools, the local charter organization that will take over whichever school the ASD chooses. At Neely’s Bend, they were joined by a contingent of staff members from LEAD’s current Nashville schools, and teachers’ union members from across the country, who lined the walkway to the school holding candles in support of traditional public schools. (The teachers were in town for an unrelated National Education Association conference.)

Air of tension

Elliot Smalley, the ASD’s chief of staff, said at the start of the meeting at Neely’s Bend that he intended to help parents understand what makes a LEAD charter school different from a traditional public school. Earlier this week, Smalley said that ASD officials made a special effort to ensure fourth-grade parents could ask questions and share their concerns at the meetings. Because LEAD phases in grade-by-grade, current fourth-graders will be the first to attend the transformed school next fall.

ASD chief of staff Elliot Smalley talks to a parent after the meeting.
PHOTO: G. Tatter
ASD chief of staff Elliot Smalley talks to a parent after the meeting.

But, mirroring similar informational meetings in Memphis, much of Thursday’s meetings was taken up be statements in support of both Madison and Neely’s Bend Middle Preps’ current administrations. A key difference from the Memphis meetings was that parents of current students, not teachers, dominated the discussion. Metro Nashville school board members weighed in as well, strongly opposing the state takeover.

Other than representatives from LEAD and the ASD, the only people who spoke in favor of takeover were parents at current LEAD schools.

Emotional parents, disagreements between ASD officials and Nashville school board members, and, at Neely’s Bend, a dearth of Spanish translators, added to the air of tension at the meetings. Fourth grade parents had to wait to ask specific questions — whether art classes would be offered at a LEAD school, or how long the school day would be, for example  — until after the meeting was over, and much of the crowd had dispersed.

“I think what we’re seeing now is a lot of people who didn’t have chance to in this atmosphere to ask those questions,” Smalley said as parents clumped around LEAD teachers in green t-shirts. “You may have noticed that even though we asked for parents right at the beginning, I think that a certain tone was set by people who aren’t parents, who spoke for awhile,” he said, indirectly referring to a board member and state representative.

“I think that was unfortunate,” he said.

The meeting at Neely’s Bend ran slightly over its planned hour. Brittney Garland, a parent of two children at Neely’s Bend Elementary, said she was dissatisfied at the lack of time for parents to ask questions.

She said that she appreciated how Smalley addressed her concerns about the lack of communication with parents of younger elementary student parents.

But she said she left with a negative feeling about LEAD and the ASD because of the tension during the meeting and the rushed pace.

“If this is how disorganized these people are, and if this is their attitude — all of the negative energy,  you could just feel it — I definitely don’t want to be a part of it,” Garland said. She said she will be in a tough place if Neely’s Bend is selected for takeover, because, unlike most charter schools, students are assigned to ASD schools if they live in the residential zone.

But Israel Knife, another parent of a Neely’s Bend elementary student, said the meeting encouraged him to go to a LEAD open house next week. He said he thought a neighborhood LEAD school might present his daughter with better educational opportunities, and said that he looked forward to learning about LEAD’s academic model — a detail missing from both Thursday’s meetings.

All of the parents who spoke at the meeting were against a state takeover of the school, but Knife said that he wasn’t so sure, citing the school’s low test scores.

“It’s kind of scary that you feel like that’s your only choice,” he said.

Data disagreements

As in Memphis, data points were regularly brought up to both justify takeover and leaving the schools alone.

Metro Schools board members Jill Speering at Madison and Amy Frogge at Neely’s Bend presented data suggesting that LEAD’s current school in the ASD, Brick Church, showed less growth in test scores last year than Neely’s Bend or Madison. ASD officials refuted both of them — superintendent Chris Barbic at Madison, and Smalley at Neely’s Bend.

Board member Amy Frogge and an ASD official discuss data on the sidelines of the meeting.
PHOTO: G. Tatter
Board member Amy Frogge and an ASD official discuss data on the sidelines of the meeting.

“You may have noticed that even though we asked for parents right at the beginning, I think that a certain tone was set by people who aren’t parents, who spoke for awhile. I think that was unfortunate,” Smalley said, referring indirectly to Frogge.

According to the state report card, Neely’s Bend and Madison had the lowest possible rating for overall growth last year, a one, while Brick Church College Prep had the highest, a five. As Speering and Frogge also noted, Neely’s Bend and Madison had higher passing rates on the TCAP than most schools in the ASD. (You can find the state report card here, and student growth data here.)

The ASD’s mixed academic results have been highly publicized. Smalley urged attendees to focus primarily on LEAD’s record, rather than the ASD’s.

Speering also noted that another LEAD school, Lead Academy, has been tapped by Metro Schools for persistently low test scores. Metro Schools sent LEAD a warning about the school in October. Charter schools can be closed if they don’t make sufficient gains in three years. Chris Reynolds, the CEO of LEAD, noted earlier this week that Lead Prep does have higher passing rates than either Neely’s Bend or Madison.

Smalley explained why the ASD focused on Neely’s Bend and Madison: Though neither are the lowest performing middle schools in Nashville, he said, they were chosen for potential takeover because all of the other low performing middle schools were either under-enrolled, or because of turnaround efforts are already in place. (You can read more about the ASD decision here).

Madison and Neely’s Bend have also undergone turnaround efforts in recent years, and both have new principals. The principal at Madison is in her second year, and the principal at Neely’s Bend started in September.

Smalley also briefly outlined the differences in school funding for the ASD and traditional public schools. The ASD has a slightly higher per-pupil-expenditure than Mtero Schools, and, Smalley said, because teachers at schools in the ASD have more autonomy, their funds can be spent more efficiently.

At Madison, some parents said that if their school had the resources of ASD schools like Brick Church, it might see the same gains — and noted their schools were doing better than other ASD schools, even without the resources.

Parents will have a chance to ask more questions at open houses at Brick Church College Prep and a second LEAD school, Cameron College Prep, on Dec. 9 and Dec. 10. Two days later, on Dec. 12, the ASD will announce its final decision.

Audio from Madison was contributed by Emily Siner at WPLN.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.