Metro Schools receives nine charter school applications in 2014

Metro Nashville Public Schools received nine applications for charter schools to open in the fall of 2015 by the April 1, 2014, deadline. Three applications propose expanding schools currently operating; three propose replicating school models approved by the Board of Education last year and three are from new school operators.

“This is the next important step in the process,” said Alan Coverstone, who leads the Innovation Office that manages charter school authorizing for Metro Schools. “Later this week, application review committees will begin examining each proposal.”

The district’s work to professionalize charter school authorizing and oversight since 2009 has borne fruit as the district has granted charters to several academically high-performing schools that serve diverse student bodies.

Review teams are organized and trained according to the Principles and Standards of high-quality authorizing articulated by the National Association of Charter School Authorizers (NACSA).

“We will only recommend approval of strong schools that serve the best interests of the students of Davidson County,” said Coverstone.

A thorough review of each application against a detailed scoring rubric is the first step in the evaluation. Each proposal is examined for its capacity to provide an exemplary educational program, strong operational capacity, and long-term financial viability. The final evaluation includes an interview with each applicant group and an evaluation against Board-articulated priorities, including academic excellence and diversity, school conversion and student growth management. Recommendations will be delivered to the School Board in late July.

“The Metro Schools mission emphasizes the importance of high-performing and diverse schools and we are pleased to see some real successes in those areas with schools serving students well each year,” said Coverstone.

Applications now under review are:

  • The International Academy of Excellence – Proposed to serve K-4 beginning with kindergarten and 110 students, reaching 550 at capacity.
  • KIPP Academy Nashville Elementary School (KANES) – Proposed as a phased conversion of a target school to serve grades K-4, beginning with K-1 and growing one grade per year.
  • Knowledge Academy High – Proposed to serve grades 9-12, beginning with grade 9 and 105 students, building out 420 students at capacity.
  • Rocketship – Proposed Rocketship schools would serve PK – 4, opening with 475 students in PK-4 and at capacity serve 575. One application is for a new school in South Nashville and a second would convert management of a target school.
  • STEM Prep – Proposed to serve grades 9-12, beginning with grade 9 and 100 students, serving 400 at capacity.
  • STRIVE Collegiate Academy – Proposed middle school serving grades 5-8, opening with grade 5 and 115 students, reaching a capacity of 460 in grades 5-8.
  • The Tracey Darnell Agricultural Science and Technology Academy – Proposed high school to begin with grade 9, 40 students and at capacity serve 400 students in grades 9-12.
  • Valor Collegiate Academy Southeast – Proposed K-8 replication of Valor Collegiate and modeled after Summit Prep to serve families in southeast Nashville.  At capacity would serve 975 students.

Nine letters of intent to apply to open charter schools in Nashville

Nine charter school operators submitted initial Letters of Intent to apply for charters to operate schools beginning in the Fall of 2015. Four of the letters represent expansions of schools currently operating in Nashville and earning ratings of Achieving or Excelling on the MNPS Academic Performance Framework in 2013. Two letters represent expansions of nationally successful school models approved by the School Board last year. Three letters are from new school operators.

“This is a very early step in the process,” said Alan Coverstone, who heads the Innovation Office which manages charter school authorizing for MNPS. “We will not know how well prepared the schools are to operate and meet the immediate needs in our district until after their applications are submitted April 1, 2014.”

Efforts to professionalize authorizing and oversight of charter schools since 2009 have borne fruit as the District has granted charters to several schools that are both academically high-performing and serve a diverse student body.

“The MNPS mission emphasizes the importance of high-performing and diverse schools, and we are pleased to see some of our real successes in those areas growing and serving more students well each year,” said Coverstone.

Once actual applications are received on April 1st, each will undergo a rigorous and thorough review of organizational and financial capacity, educational plans, accessibility, and need. “We will only recommend approval of strong schools that serve the best interests of the students of Davidson County,” said Coverstone.

Submission of letters of intent to apply to open charter schools gives the Office of Innovation two months to organize and train its application review teams according to the Principles and Standards of high-quality authorizing articulated by the National Association of Charter School Authorizers (NACSA).

The time between now and April 1st also provides opportunity for potential applicants to consider, develop, and adapt plans in order to strengthen their potential applications and adapt their plans to best serve the articulated needs of MNPS students.

Read the 2014 Letters of Intent to Open a Charter School in MNPS

Of the nine filed, six propose replications of programs previously approved for operation in Nashville:

  • KIPP Academy Nashville Elementary School (KANES) – Proposed to serve grades K-4, beginning with K-1at 192 students and serving 480 students at capacity, growing one grade per year.
  • Knowledge Academy High – Proposed to serve grades 9-12, beginning with grade 9 and 105 students, building out 420 students at capacity.
  • RePublic Middle School – Proposed replication of Liberty Collegiate Academy, to serve Glencliff and Antioch clusters, grades 5-8, beginning with grade 5 and 110 students, building out to a capacity of 440 in grade 8.
  • Rocketship – Proposed Rocketship school would serve PK – 4, opening with 475 students in PK-4 and at capacity serve 575.
  • STEM Prep – Proposed to serve grades 9-12, beginning with grade 9 and 100 students, serving 400 at capacity.
  • Valor Collegiate Academy Southeast – Proposed K-8 replication of Valor Collegiate and modeled after Summit Prep to serve families in southeast Nashville, grades 5-6 and 260 students beginning K-1 in year 2.  At capacity would serve 975 students.

The remaining three schools are:

  • The International Academy of Excellence – Proposed to serve K-4 in the Glencliff and Antioch clusters, beginning with kindergarten and 110 students, reaching 550 at capacity.
  • The Tracey Darnell Agricultural Science and Technology Academy – Proposed high school to begin with grade 9, 40 students and at capacity serve 400 students in grades 9-12.
  • STRIVE Collegiate Academy – Proposed middle school serving grades 5-8, opening with grade 5 and 115 students, reaching a capacity of 460 in grades 5-8.

What can you do to help heating and cooling at your school?

We hear you: there are some heat issues in Metro schools. Some classrooms, lunchrooms and libraries scattered across the district are colder than normal.

We know it, and we’re addressing it. The unprecedented cold that has gripped Nashville this month has made it very difficult. When possible, principals and teachers work together to make other arrangements for students in cold classrooms. I’ve personally spoken with many principals who either moved students to a warmer part of the building or let them wear extra coats and jackets.

But you should know this: our maintenance crews are still working long hours to make repairs. They haven’t stopped working since this cold snap started early this month. They prioritize repair jobs according to a strict system and get to work on what needs it most.

So what is the long-term solution here? Besides making basic repairs or temporary fixes to get us through the rest of the winter, what can we do to keep students comfortable now and in the future?

Support funding for our schools.

Food for thought: MNPS has 14 million square feet of space in 200 buildings. The average age of our buildings is 43 years. Each campus has an average of 100 pieces of heating and cooling equipment. Many of these systems are old, sometimes very old.

We have a team of just 15 people on our HVAC crew to maintain them all.

Our maintenance employees work hard to keep systems running, but some just need to be replaced. That takes capital funding. The best way to ensure long-term solutions to cold buildings is to support capital funding for Metro Schools.

By supporting capital funding, you are not only making sure we can replace aging boilers and air handlers, you are also helping us get rid of portables at schools like Lakeview Elementary, Westmeade Elementary, Paragon Mills Elementary and many more. The more classrooms we can build with capital funds, the fewer students we will have to serve in portable, temporary classrooms.

How does capital funding work? Our Board of Education approves a capital funding request that includes all projects we want to fund this year. The Mayor and Metro Council then review that request and decide how much of it to fund.

The Board of Education will vote on this year’s Capital Budget request in a specially called meeting this Thursday night at 6:00 p.m. You can watch the live-blog of their vote right here.

See the full Capital Budget proposal right here.

To see what it’s like to be one of those people working hard to keep HVAC equipment running, read this.

To see how this season has affected our crews – and their budgets – read this.

Severe weather underlines need for school building improvements, expansions

The flood of May 2010 had a devastating impact on all of Nashville. Even those not directly affected knew someone who was. Lives were lost, homes were destroyed, businesses were ruined and whole neighborhoods had to be rebuilt.

For Metro Schools buildings and facilities, the 2014 “arctic vortex” was worse.

The damage was more widespread and emergency repairs more numerous than after the great flood. It’s a rare occurrence, but also the perfect illustration of employee dedication to Nashville’s students.

Here are the raw numbers from last week:

  • 369 work orders for heat
  • 75 work orders for plumbing (so far)
  • 250 bus repairs
  • 100 “road calls” for bus repairs off-site
  • 120 bus batteries replaced
  • More than $132,000 in maintenance costs alone. That does not include costs to the Transportation Department.

But the most important number is this one:

  • 2 instructional days lost

We hate to lose instruction days, but given the circumstances we’re pleased that number isn’t higher. If not for Metro Schools employees working around the clock (literally) in extreme circumstances (like zero-degree temperatures and sometimes chest-high water), it could have been much, much worse.

The hard work of Metro maintenance crews, transportation workers and GCA custodial teams allowed us to start our semester with minimal disruption. We owe them our thanks – today and every day – for keeping our schools in order.

They are prime examples of our philosophy that every single Metro Schools employee is responsible for supporting students.

The maintenance crews do their best with the resources available, but extreme cold takes a toll, particularly on aging plumbing and HVAC systems. The average age of our buildings is 43 years.

The clean up from this weather shines a big spotlight on the need for capital improvements in Metro school buildings. Not only are vital systems often decades old and in need of updating, but our schools use more than 350 portables just to house all 83,000 of our students.

Those portables suffer most in bad weather, with poor insulation, vulnerable electrical lines, no foundations and open walkways back to the main school building.

All told, needed improvements to Metro Schools facilities total more than $1 billion. We chip away at that bit by bit every year through the capital budget allocation from Metro Government, but new needs and changing circumstances – like extreme cold – keep adding to it.

A safe and comfortable learning environment is essential for student success in school. With support from the city, we can give students the buildings they deserve to learn in every day.

School-based budgeting gives power to the principals

“Knowledge about the needs of students is greatest closest to the student… School leaders require the ability to make decisions based on their knowledge, expertise and professional discretion.”

In a world of principal autonomy and school-based decision making, what is left for the central organization of a modern school district? Where does it fit in, and what role does it have to play?

Here in Nashville, the role of central office is changing dramatically. The top-down management structure is disappearing. In its place is a knowledge and support organization designed to provide central services, study and share innovative practices, develop leaders and keep schools accountable. In fact, this change is already reflected in the district budget and in a pilot program working in 15 schools right now for school-based budgeting.

What is school-based budgeting, and what does that look like?

At these 15 schools, principals have direct control over $6,300 per student (on average), meaning they can spend that money as they see fit. That number is expected to increase over time. The rest of the money goes to central services like transportation, food services, human capital, textbooks, building services and more.

SEE the school’s individual budgets.

The idea is to bring powerful decision-making power right into the schools, where the most knowledge about individual students lives. Next year, this program is expected to expand to 50-60 schools and could go district-wide by 2015-16.

During that time the whole concept could go even further, putting 100% of per-pupil funding on school level budgets. That would greatly expand the level of flexibility and discretion given to each principal and ensure funding is distributed equitably based on individual student need. In that scenario, school leaders would “buy” central services from the district, and there would be certain non-negotiable services like the Board of Education.

This is a culture change, moving central office to a system of specialized support for schools and giving more decision-making power to principals.

How implementing Common Core State Standards has changed my classroom

by Cicely Woodard, 8th grade math & Honors Algebra I teacher at Rose Park Middle Magnet

Since implementing Common Core State Standards in my middle school mathematics classroom, my role as teacher has changed.  No longer am I the ultimate source of knowledge in the classroom.  Instead I am a facilitator of student-centered, student-led learning.  No longer am I helping students to choose the right answer.  Now I am helping them to develop deep understanding of mathematics that has meaning to their lives.  My expectations are high, and everyday my students are rising to meet those expectations.

The role of my students has changed as well.  In the past, my students were doing math activities just to master concepts.  Now they engage in high level math tasks that require them to think critically about mathematical ideas.  Before my students listened to me explain math concepts and gave some explanations to me.  Now they are participating in deep discussions with their peers in which they must formulate their own understandings, justify their thinking, and critique the reasoning of others.  At one time, my students focused on choosing the right answer on a multiple choice test.  Now they concentrate on learning math that is relevant to their everyday lives and communicating their understanding of that math.

My students are becoming effective communicators and courageous problem solvers who are not afraid to tackle rigorous math tasks.  They have a sincere desire to be successful.  When I see them, I see young people who are one step closer to being ready for life after high school.  They truly are becoming prepared for college and the workforce.  I attribute all of these positive changes to the implementation of Common Core State Standards in my classroom.

Learn more about Common Core State Standards & PARCC Testing:

Your Support Helps Improve Your Schools

Here are some quick facts about our school district:

  • Number of Buildings: 180
  • Indoor Square Footage: 14 million
  • Typical Age of Buildings: 42 years

With so much space to care for – and with ages varying from 100 years old to one – it’s no wonder we have a lot of capital needs. Older schools need to be repaired, improved, expanded and modernized. Growing neighborhoods need new buildings to accommodate all those new families. We need new school buses and long-term technology infrastructure.

There’s a lot to be done.

For the 2012-13 school year, we received $100 million in capital funding. Over the past six years we have received about $300 million. That is wonderful. We appreciate the support for our schools.

We need about $100 million every year to address the many needs in our schools. To make progress against the backlog of projects, we will need strong and sustained support from the community. We will need full capital funding every year. That happens when our communities show support for school projects, urging decision makers to give schools what they need and deserve.

See some of the biggest areas of need in Metro Schools:

This year we requested $159 million from the city to address urgent capital needs, including school renovations and expansions, school buses and technology. The projects in that request included adding classrooms to elementary schools in South Nashville, replacing Tusculum Elementary and Goodlettsville Middle, renovating aging East Nashville schools and bringing new elementary schools to Antioch and 12South.

The Mayor has recommended about $95 million in capital funding for this year. We know the city faces competing demands on its budget, and that ours aren’t the only infrastructure needs in Nashville. The Metro Council has to make tough decisions about which projects to fund.

While we’re very grateful for any funding, the gap of almost $70 million means some projects expected for 2013-14 will be delayed, and that causes a ripple effect in our capital projects plan. Every year’s delay is another year school communities will wait to see their school’s capital needs met.

Consider this fact:

  • Total Cost of Capital Projects Through 2019: $1.19 billion

This isn’t money for administration or pay raises or textbooks. This is money to keep our buildings proper learning environments for children. Visit one of the schools on our capital master plan and you will see clearly: the needs of the school district are real needs. Investments in our children’s places of learning are investments in the future of Nashville. They benefit our children, they attract new residents and businesses and they have lasting effects on our city’s future.

We cannot improve them without a strong commitment to improvement from our community. That begins with you. Metro Council will vote on the city’s capital budget tomorrow: Tuesday, June 11. Call or email your council representative and ask them to support our schools’ capital requests. Without their support, students will have to wait longer and longer for the school buildings they deserve.

How bad is the overcrowding in Antioch’s elementary schools? See for yourself.

Lakeview Elementary School currently has ten portables on campus. They have requested another seven portables for next year. If approved, these seventeen (17!) portables would house 280 students.

Take a look at what the Lakeview campus looks like this year:

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Imagine seven more portables in those pictures. It doesn’t look good, nor does it serve students the way they deserve. In the next few years Lakeview will inch closer and closer to 1,000 students in a building meant to serve only 650.

Something needs to be done to help Lakeview students and families. And it needs to be done now.

That’s why we need to start right now by approving the purchase of a piece of land on Smith Springs Road. It’s ideally located to relieve overcrowding at Lakeview and nearby Thomas Edison Elementary. The longer we delay, the worse it gets for families at Lakeview and Thomas Edison.

If we started the process right now, it would still take until the fall of 2015 to open the doors on a new school because of standard planning and construction times. We can’t afford any more delays.

Contact your Metro Council Members TODAY and ask them to vote to purchase the land. We need to start planning for this school, and we can’t do that until we own the land.

  • Email all Council Members using this email address (councilmembers@nashville.gov) or go to the Council website to find your district’s representative.
  • Make phones ring in support of needed schools in Antioch. All Council Members’ phone numbers can be found on the Council website. Here’s how to contact Antioch area and at-large Council Members:

Robert Duvall
District 33
robert.duvall@nashville.gov
862-6780

Jacobia Dowell
District 32
jacobia.dowell@nashville.gov
731-3177

Fabian Bedne
District 31
(habla español)
fabian.bedne@nashville.gov
829-6226

Karen Johnson
District 29
karen.johnson@nashville.gov
977-6721

Duane Dominy
District 28
duane.dominy@nashville.gov
862-6780

Megan Barry
At-large
megan.barry@nashville.gov
480-3008

Ronnie Steine
At-large
ronnie.steine@nashville.gov
862-6780

Tim Garrett
At-large
tim.garrett@nashville.gov
859-1047

Charlie Tygard
At-large
charlie.tygard@nashville.gov
256-7146

Jerry Maynard
At-large
jerry.maynard@nashville.gov
862-6780

Opinion Piece: Banning all virtual schools isn’t the answer

What practical effects would come from revoking the Tennessee Virtual Schools Act? For one thing, it might actually decrease accountability for online education.

That’s the conclusion of Dr. Kecia Ray, head of Learning Technology in Metro Schools. She gave her thoughts about all the talk of banning virtual schools this week in The Tennessean.

Public virtual schools have the same accountability standards as brick-and-mortar schools. Under the current system, underperforming virtual schools are at risk of state takeover or even closure. Revoking the Tennessee Virtual Schools Act would actually allow schools to circumvent accountability by operating as virtual programs, not schools, with student achievement results sent to the student’s zoned school. This is not the transparency most desire.

Dr. Ray also gives a possible alternative to this drastic measure at the end of the piece.

To read her full opinion column, visit Tennessean.com.

Report: District-charter collaboration is alive & well

“The reports of the death of [district-charter] collaboration in Nashville are greatly exaggerated.”

Cute, but true.

Nashville has a lot to be proud of in its commitment to high-quality education in all types of schools. A new report evaluating the collaboration-compact between Metro Schools and public charter schools agrees, while also laying out a path for future success.

The report finds collaboration alive and well in Nashville, despite a headline-grabbing controversy and the media storm that followed.

Through this summer of discontent, however, the substance of genuine collaboration enshrined in the original compact has persisted, and the charter school sector has continued to grow and thrive. Overall district performance has been enhanced by the work of charter schools as well as district schools with increased autonomy and strong, innovative leadership. The commitments in the original compact have, by and large, continued to develop, and Dr. Register and Dr. McQueen, Dean of the College of Education at Lipscomb have introduced monthly collaboration dinners linking charter and district leaders who have begun to cross-pollinate even more rapidly than before. Decentralization of the central office, greater school-level autonomy, and networks of excellence are expanding the promises of the original compact more aggressively than ever before.

Educators of all stripes continue to learn from each other thanks to this compact, according to the report, because success is success, no matter where it comes from.

But much has changed in the two years since the compact was first signed. Our district transformation continues to evolve, school personnel have changed, new schools have opened and the political climate is… different. Does this mean we need to update the compact?

This report says “yes” and recommends cementing collaboration into our very institution.

One thing is certain: We have come too far and laid too strong a foundation to allow collaboration to falter at this critical juncture…

However, the time is right for each of these recommendations to be considered in deeper substance and more lasting…

None of this would be possible without every-thing we have been through and experienced in the past two years. Without our first effort, we would not be in a position to institutionalize substantive collaboration as a centerpiece of district reform. We are in this position now because of everyone and every-thing that went before, and we owe it to them as well as our future generations of students and families to continue the work on behalf of our shared commitment to high-performing schools regardless of type.

Read the full report here. It’s well worth it to get a refreshing breath of optimism for a system that is working.

District-Charter Compact Annual Report 2012

Metro Public Charter Schools Website