Sections

Neighborhoods

Features

Follow Us

NHI Newsletter

Some Favorite Sites

Government/ Community Links

Turnaround School Prepares For 1st Test

by Melissa Bailey | Feb 28, 2011 2:14 pm

(19) Comments | Commenting has been closed | E-mail the Author

Posted to: Schools, School Reform

Melissa Bailey Photo Two new teachers are preparing for a test next week—one that’s also a test of the city’s first-of-its-kind experiment to transform a failing school.

Amanda Kivell, 24 and Melissa Rhone, 26 (pictured below from left) are fourth-grade classroom teachers at Brennan/Rogers K-8 school in West Rock, dubbed the city’s first in-house “turnaround” school in a nascent reform drive.

As part of reforms, Principal Karen Lott replaced two-thirds of the teachers there and added 85 minutes to the school day. Also this year, the school won one federal grant to become a magnet school and another to reform the school based on a so-called Turnaround Model; those have paid to put co-teachers and new technology into classrooms.

Now her team of mostly new staffers is facing its first big evaluation, the Connecticut Mastery Test (CMT), a state-mandated standardized assessment for grades 3 to 8. Under the spotlight of federal, state and local school officials, they’ll try to show that with a wealth of new resources and hand-picked teachers, their students are improving their skills in reading, writing and math.

Because there are so many new teachers, the CMTs will provide the first major benchmark that the staff “owns” together, Lott said.

“That’s a big metric for us.”

Lott has led a literacy push this year to lift reading scores that landed the school at the bottom of the district and on a federal watchlist for failing schools. Last year, only 43 percent of students in grades 3 to 8 scored “proficient” on the reading portion of the CMT, compared to 57 percent district-wide.

The high-stakes testing starts next Monday. Each school day for two weeks, students will spend 45 to 70 minutes per day taking the tests. This year, Lott set what she called “a stretch goal”—to increase by 20 percent the number of kids scoring “proficient.” 

About 10 days before the testing starts, Lott met with two of her new teachers to talk about a problem they face: each has a handful of students who appear to be “stuck” reading several grade levels behind their peers. The 45-minute session showed the daunting task of closing that school’s achievement gap and the special challenges of leading a school with so many new staff.

The topic of the meeting was what Lott called a “tough pocket” of kids in the fourth grade. The kids were identified when teachers recently re-administered the Developmental Reading Assessment (DRA) for grades K to 5. The DRA measures a range of skills related to reading, including fluency, summarizing, retelling and comprehension.

The tests showed that each grade has a pocket of a half-dozen kids who showed little or no improvement on reading since the fall, Lott said.

In the fourth grade, seven kids fit that category.

“That’s a real red flag,” Lott said—for classroom instruction and for the interventions the school is using each week to target those kids’ reading skills.

Wearing a gray suit and thin high heels and brandishing a walkie talkie, Lott walked up the long ramp to the literacy room Thursday morning. She sat down at a large table with literacy coach Jennifer Blue.

Kivell and Rhone, both first-year teachers at the school, joined them at the table.

Rhone, who’s in her first year as a teacher, took a first turn in reporting on her students’ progress so far: six of her students scored a 40 on the DRA, meaning they’re reading at grade level. She has four students who appear to be “stuck”—they’re reading on a first- or second-grade level and have shown little improvement.

That’s four kids out of a total of 15. Because of the time they joined the school—on the ground level of the turnaround effort—both teachers have small classrooms compared to the rest of the district.

Kivell, who joined the district after teaching in West Haven for a year, has 14 students in her class. The class size is especially low this year because Superintendent Reggie Mayo agreed to cap new admissions after October in the first year of its new experiment, according to Lott. She said class sizes will grow in future years, but the relief from new students joining class mid-year has helped build a more stable environment.

Rhone detailed each struggling kid’s specific set of strengths and hangups.

One student needs constant guidance when reading alone, she said.

“He would rather do anything than reading.” If he isn’t redirected, he’ll spend the time joking around or sharpening a pencil. However, she said, he’s a dedicated student and he’s strong in math. “He’s a hard-worker. He won’t give up.”

The other is “a slow, quiet reader,” Rhone said. She can’t hear what he says when he reads. After reading a passage on the DRA, “he couldn’t summarize the story.”

Rhone said his mom visited the school and “wasn’t happy” with her son’s progress. Rhone sent a work packet home, and even sent lined paper because the boy didn’t have any. But his mom doesn’t sign the homework and she’s not sure if she’s checking up.

Lott suggested Rhone call Mom and “give her that sense of urgency.” The student is already two years behind his peers in reading.

“That gap will only get wider,” Lott cautioned.

Then she gave some background information to help fill out the picture. Lott knows the boy from last year. She reported that he had failed summer school and repeated third grade—something his literacy coach and teacher were not aware of. In several other cases discussed Thursday, Lott filled in key information about the kid’s life—one had a death in the family, another first grade, one missed a lot of school to go to therapy.

While this is only her second year at the school, Lott is a relative veteran on staff—for many kids and families, hers was the only face they recognized when they returned to school this year.

As the first principal of an in-house turnaround school, Lott got unprecedented authority in picking her own staff. All the teachers had to reapply for their jobs. Of the 35 teachers at the school last year, only 12 got hired back. Lott hand-picked another 30 teachers from as far away as South Carolina.

While she got over 200 applicants, Lott said she didn’t get many veteran teachers signing up to work at Brennan/Rogers, which was offering extra compensation but a longer, eight-hour school day.

The result was a new crop of teachers who didn’t have relationships with the kids and their families. Lott said she’s making an extra effort to maintain her personal connection with the kids and the families in this transition year. On Thursday, that meant taking aside a girl who refused to take off her coat (a violation of school dress code), and talking her out of a grumpiness about returning to school after three days February vacation. A former school counselor, Lott squatted down to talk to another girl who had been sent out of a classroom for acting out. She talked to each kid with warmth and a personal touch.

Lott said she underestimated the resistance students would have when the returned to school in the fall to find everything had changed.

“Kids felt a sense of abandonment—Where are the people I knew?” Lott said. Facing more rigorous academics and longer school day, kids had a spike in behavioral problems in the fall, she said. Lott said she has felt a personal responsibility to help kids through the transition, even if it means staying at school until 7 p.m. to get her administrative work done.

The upside of the new staffing model, said Lott, is that the new teachers “brought an openness and energy to what was going to be a daunting task.” They’ve proved to be quick to adapt to change, she said.

Kivell and Rhone, for example, just went through a training mid-year on a new type of reading intervention called Plugged In. In the past, Lott said, there might have been an “uproar of resistance” among veteran teachers to making that change mid-year. But the new teachers took it in stride.

In their meeting Thursday, Lott and Kivell worked out another change to her students’ reading intervention.

Kivell said in her classroom she has two students with very weak vocab.

“They’re so much lower than the rest of the class. I’m just worried,” she said.

Kivell said she has three kids who are “not moving.” Those kids get pulled out of class for 30 minutes at a time for daily comprehension intervention, where they read in groups of no more than six kids.

“I don’t think it’s doing anything,” Kivell said.

Lott and Blue strategized with both teachers about how to better reach each kid. They agreed on a set of changes to reach the kids, including changing interventions and pairing kids with new college-age literacy tutors.

“I feel better,” said Lott at the end of the meeting. “You know your kids—you know what their strengths and weaknesses are.”

“You’re on the right track.”

Past stories on the Brennan/Rogers School:

• Parents Prepare To Help “Govern” 4 Schools
• At Turnaround School, A Reading Push
• In Garden, Teachers Tackle Special Ed Challenge
• Brennan/Rogers Earns Magnet Status
• No Naps For These Kids
• Turnaround Team Sets To Work
• Two Failing Schools Aim High
• West Rock Kids Reap Two-Wheeled Rewards
• Brennan/Rogers Prepares For Turnaround

Share this story with others.

Share |

Post a Comment

Comments

posted by: Threefifths on February 28, 2011  4:56pm

The question that should be ask is why she could not hold on to the veteran teachers.

posted by: anon on February 28, 2011  6:24pm

Did the students depicted here, and labeled as “acting out,” give permission to be photographed by the media?  Did their parents give permission?

posted by: Anon on February 28, 2011  7:45pm

Agreed. That school lost a lot of good teachers.  And it wasn’t because they didn’t want to work hard.  They used to stay later than the principal! Smh.

posted by: mimi on March 1, 2011  5:10pm

Good grief!  The comments so far do nothing but illustrate the seriousness of our decline in writing and reading comprehension.  Read it again, Threefifths. 

The staff and principal are to be commended for their dedication and can-do approach to helping the students improve their skills.  This is a daunting challenge, and one made even harder when parents cannot or will not do their part.

posted by: Threefifths on March 1, 2011  8:08pm

Good grief!  The comments so far do nothing but illustrate the seriousness of our decline in writing and reading comprehension.  Read it again, Threefifths. 

The staff and principal are to be commended for their dedication and can-do approach to helping the students improve their skills.  This is a daunting challenge, and one made even harder when parents cannot or will not do their part.

I did read it.In fact The problems are worst now then Before.I know most of the veteran teachers that worked there and as anon said they used stay later than the principal.Tell you what wait until they get the report on domus who also let go of veteran teachers.

posted by: Parent on March 1, 2011  9:28pm

I think the Principle and new staff at K. Brennan are doing a wonderful job with are children.  We need to come together as positive and encouraging citizens for the proper support needed to foster the great progress being made. Stop the hate and lend a hand for the children,please. Godbless!!

posted by: AWILLIS on March 1, 2011  9:40pm

LOOKS LIKE THE NEW STAFF IS MOVING IN THE RIGHT DIRECTION SOMETIMES CHANGE IS WHATS NEEDED TO ACCOMPLISH DIFFICULT TASKS

posted by: Way To Go on March 1, 2011  11:02pm

Congratulations, Principal Lott and Brennan Staff!  It is admirable to see the manner in which you are attacking the serious task of turning your school community around to assure the success of all students.  You are doing exactly what you should be in looking at student data, analyzing it and providing interventions and support through differentiated instruction for all students.  Continue the good work and please DO NOT be discouraged by jealousy and negativity.  The “good” veteran teachers, who CHOSE not to reapply to Brennan would better serve our students by using their energies in positive ways to promote student success in their current positions rather than bashing the efforts of their colleagues.  Keep up the good work and stay focused on the reason you chose to teach. . . the kids!  Best wishes for continued success for the entire Brennan community.

posted by: Jesse Scott on March 1, 2011  11:28pm

Closing the achievement gap is no exact science,has no perfect formula or patent but a multiple of measures and theories have been applied. The digital divide,economic divide,and demographic are all contributing factors in adressing the closing the achievement gap efforts.In academia any margin of improvement can generate hope and bring a positive forecast for the future with evident test score growth. Failure is not a option therefore we must allow every opportunity for success. As an educator I find that enhancing literacy among the parents will transcend family values that will make the home environment a continuum of learning.A outreach teaching program that allow parents to get the GED and Adult Basic Education skills to better assist their children in the home. In scenario of Mrs.Lott school the new staff,small class sizes,innovative teachers, new initiatives along with leadership whom embraces a vision of excellence No Child will be left behind.  Research has shown that it takes three years for effective change to take place so let’s work earnestly on behalf of all children to be successful. When it is all said and done, our children’s best interest should have been the driving force.

posted by: brutus2011 on March 2, 2011  4:44am

I believe our kids need schools run by teachers. Central and building administrators need to get into the classroom and be paid the same as teachers. When you make 2 + times as much, there is a strong incentive to scapegoat and blame. Why is it always about ineffective teachers? What about ineffective administrators? What about a superintendent who does not get results? Why is this person still allowed to fail? Why?

posted by: Threefifths on March 2, 2011  10:24am

posted March 1, 2011 8:38pm
Seems like someone should ask the question that if all of the veteran teachers who chose not to reapply for their jobs at Brennan were so effective, then why did the school’s scores consistently fall in the lowest range in the STATE.  Let’s focus on the real issue of helping students to be successful rather than making analogies about who worked longer hours.  Another very real issue is WHO remained at Brennan to help the students….certainly not the “veteran” teachers who had been ineffective at best

I did ask the veteran teachers and they told me that before you came from Boston,The school was a dumpnig ground for students with behavior problems and down town would not give them the help that they need to deal with these problems.In fact the school principal place you took retired for those same reasons.But looks like you are having the same behavior problems and students not perfoming well problems and we can’t forget parent problems.I bet you when they drop the cap and class size will grow in future years you will be in the same boat. I give you three years and you and most of these teachers will be gone.


Lott said she didn’t get many veteran teachers signing up to work at Brennan/Rogers,

May be if you would have talk to the veteran teachers with warmth the may have stayed.but fron what they told me working with you was like working with a dictator.

posted by: Jesse Scott on March 2, 2011  4:03pm

This reminds me of the movie “Lean on Me” we all recall Joe Clark and what obstacles he faced but the ends justified the means the school did a turn around. The entire community has a role in making change. What contribution can one make volunteer,proctor,tutor,chaperon,resource,monitor hallways anything that can have a positive impact on a child’s self esteem to meet challenges with confidence and defeat their anxieties and fear. Ask not what administration,faculty,and staff can do. But ask what can I do so that the children that depart will be equipped to compete in the global economy. Admist their competition from China,Japan,Denmark,and Korea . This forum should be used for constructive and positive dialogue and not as a medium to muddle and sling mud. What one person ascertain’s absolute knowldege on educating challenging students step forward. But as a team we have a chance failure is not an option. God Bless America

posted by: Tania on March 2, 2011  5:47pm

I have seen dedicated professionals not only teach with the highest expections for students, but also contribute to the wholistic child.  Ms. Lott has the passion that resonates in the building and culture of the school. To that end, turn around schools and schools who aren’t labeled turn around but have the same wholistic approach, not only focus on test scores, but they tap into the real issues of society and culture. Poverty is not fixed overnight and probably will never be fixed.  However, education can and will fix people of poverty.  With teachers and administrators in place who hold education first, as well as understand the societal issues, and who meet the root of the problem, and fixes it, change for students will occur.  Scores will not turn around overnight, however, I do believe with the postive culture embedded in both Clarence Rogers and Katherine Brennan coupled with teachers and administrators who are passionate, have a deep understanding of issues, and are dedicated to undo societal damage, should only be commended, not criticized.  Let’s focus on the greater good of our children and see just where their journey and other schools who align with the same mindset and approach lead! Kudos to the Brennan Rogers Team!!!

posted by: Threefifths on March 2, 2011  6:31pm

posted by: Tania on March 2, 2011 4:47pm

Poverty is not fixed overnight and probably will never be fixed.  However, education can and will fix people of poverty. 

If this is the case,Then why is that College Graduates have the Highest rate of Unemployment?

Unemployment rate for college graduates highest in nearly 30 years


New reports show that job market worsens for college students, and loan defaults threaten higher education

Mark Andrews


http://www.collegenews.com/index.php?/careers/unemployment_rate_for_college_graduates_highest_in_nearly_30_years_12152009104424/

posted by: brutus2011 on March 2, 2011  8:04pm

This is a response to “Tania.” Your post was articulate and as such much appreciated. I have taught in New Haven. I am a black male. I know from direct experience that the school learning environments in our schools are not only unacceptable; they are a disgrace! The building and district administrators are NOT providing the leadership needed for our kids…PERIOD…how much evidence do you need? Go to almost any school and observe the chaos. And I do not accept the go-slow approach to higher achievement…I have reversed the downward trend of a particular cohort in 1 year! (that is, the negative slope of the plot of CMT scores within the same cohort was reversed to a STEEP positive slope in 1 year) I know it can be done…it takes service and a certain knowledge of what kind of reality our kids will be facing in a few short years. I simply could not give our kids anything but my best. However, administrative shenanigans prevailed and our kids lost their best teacher. So, when I read a highly polished post such as yours, I enjoy it’s craftsmanship but shudder at it’s duplicity. I ask that you use your obvious intellect and erudition to help prepare our kids for the social reality that is waiting for them.

posted by: Thomas on March 2, 2011  8:51pm

The dedication and concern that the principal and staff are showing are remarkable.  I am confident that the current new leadership and staff will have a real positive impact on those kids.  It will not happen over night, but I do not think it will take long before some signs of improvement are manifesting itself.

posted by: Anon on March 2, 2011  10:03pm

I don’t think people were being hateful or jealous in saying the school lost some good teachers. I think they were just pointing out that it wasn’t a case of teachers not working hard enough or caring enough that led to bad scores.  There are a lot of issues at play in this community.  I’m sure the new people are good and those who stayed are clearly dedicated. I wish them and the students the best of luck.

posted by: Jesse Scott on March 3, 2011  2:18pm

Scott’s ten Step Approach
1.Establish a State of emergency crisis intervention plan urgency is mandated
2.Throw out the old curriculum and adopt new textbooks,create new curriculum programs, and a common understanding of effective instruction.
3.Make sure all 3rd graders are on grade reading level no “Social Promotion”
4.Benchmark assessments every nine weeks.
5.Summer Institutes and Saturday academy.Examine Montessori School model for feasibility.
6.Core instructional time for reading,math,and increasingly science ensuring protection from intrusions. No use of school intercom unless emergency
7.Professional staff developments and incentives for teachers enrolling in Graduate School level course work.
8.Test taking skills and strategies workshop, academic student pep rally day before test targeting goals and increasing school test taking spirit similar to a rally prior to a big ball game but using academia as the theme be creative students will love it.
9.Nutrition Brain research has labeled particular foods that will increase activity in the brain for retention and memory incorporate these foods in meal planning through dietitian.
10.School Social workers should conduct more student home visits to label identifiable problems that could be address and processed with the student to boost self concept.
This is open for your review and what is applicable to your school environment find it useful. Please feel free to ask for additional information.
There has been already some remarkable and astonishing gains and changes in the schools climate. The environment is conducive for learning and the seeds for positive growth have been planted we must continue to cultivate our crops.

posted by: Threefifths on March 3, 2011  3:32pm

posted by: Jesse Scott on March 3, 2011 1:18pm

There has been already some remarkable and astonishing gains and changes in the schools climate. The environment is conducive for learning and the seeds for positive growth have been planted we must continue to cultivate our crops.

Threefifths two Step Approach

Bring back the Dr.Comer School Development Program.


http://medicine.yale.edu/childstudy/comer/index.aspx


And bring in the Marva Collins Socratic Method.

http://www.marvacollins.com/

Events Calendar

loading…

SeeClickFix »

Trash in the neighborhood.
May 24, 2013 3:27 pm
Address: Woodward Ave. Resident
Rating: 7

THE EAST SHORE PARK ON WOODWARD AVE HAS VENDORS PARKED ON THE STREET AND IN THE PARK ALMOST EVERY DAY...

more »
damaged sidewalk
May 24, 2013 3:23 pm
Address: 70 Diamond Street New Haven, Connecticut
Rating: 2

Flyerboard

Sponsors

N.H.I. Site Design & Development

smartpill design