Three Inglewood schools ranked among the lowest-achieving in state
Lauren Furniss and Lauren Robinson | 4-4-2010 | Comments |
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Three Inglewood schools are facing major overhauls after being designated “persistently lowest-achieving” under state education standards, leaving local district officials scrambling to put transformation plans into place. The California State Board of Education identified Crozier and Monroe middle schools and Warren Lane School, a K-8 school, as “program improvement schools.”
In the coming months, the school board of the Inglewood Unified School District must assign each school to one of four state-created “intervention” programs aimed at improving school leadership, curriculums and learning environments.
The California State of Education Department must receive their applications stating which intervention model the school board chooses by June 1.
Inglewood school board members were presented with the options for “school improvement strategies” at a recent board meeting. Sandra B. Walker, the Inglewood Unified Director of Literacy, delivered a report outlining the four “intervention models.” Options include closing the schools in question, replacing principals and staff or reopening as charter schools.
The first model is the turnaround model. The principal would be replaced, no more than 50 percent of staff would be able to come back, a new governance structure would be adopted, learning time would be increased, and an instructional program that is vertically aligned with California’s adopted content standards would be implemented.
Staff not returning would be assigned to another school within the district. The superintendent would make recommendations about what to do with replaced administration.
The restart model would convert a school or close and reopen it under a charter school operator. Any student from the closed school may attend the new charter school.
The third model calls for complete school closure. Students would be enrolled in other higher achieving schools in reasonable proximity. This is the only model that does not have to be implemented by Fall 2010.
The fourth and final option is the transformation model. The school would have to replace the principal and take steps to increase teacher and leader effectiveness, institute comprehensive instructional reform, increase learning time and create community oriented schools, and provide operational flexibility and sustained support.
The district must apply to the state for a School Improvement Grant, under which the changes will be at no less than $50,000 and no more than $2 million per year for a three-year period, beginning in the fall.
John Lendleman a teacher at Monroe Middle School wants to make sure parents are aware of the school boards process in picking a model.
“We need to make sure the parents are well informed about this, not just handing out flyers," he said. "We need to be clear and transparent about what we are doing here.”
Parents, teachers and residents attended the meeting to urge the board to take long-term action to improve Inglewood schools. Parents and community members are also invited to attend an open meeting to discuss the various intervention models on April 13 at Crozier Middle School.
Aisha Blanchard-Young, the president of the Inglewood Teacher’s Association, said she was “excited” about the chance to make changes to Inglewood’s education system and hopes the teacher’s association will be able to provide ideas on how to reorganize schools.
Community activist Raynald Davis said there is a lot more work to be done. “This is my first time attending a board of education meeting,” Davis told the board. “And I’m sure glad I did. You people have a hard way to go.”
While board members said they are disappointed that Inglewood schools were among those singled out as the worst in the state, they also view the intervention models as an opportunity for change.
“We can’t just keep (budget) cutting our way out of this,” said Arnold Butler, board president. “Cutting is only one of the aspects that should be utilized.”
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