Superintendent suspended for poverty quotes

Oklahoma’s new A-F report card for schools closely tracks the poverty rate, reports the Daily Oklahoman. However, the one-school Ryal district — all low-income, mostly Native American, 40 percent in special ed — earned a B.

Now Superintendent Scott Trower, who turned around a school ranked in the bottom 5 percent in the state, has been suspended by the school board. He talked too vividly about Ryal families’ multi-generational poverty in an Oklahoman story on how Ryal is teaching very disadvantaged students.

“Sometimes students climb onto the school bus wearing socks but no shoes, even in the wintertime,” the story starts.

(Trower) drives down into the Ryal Bottoms, a floodplain of the North Canadian River where many students live.

A maze of dirt roads is lined by tangled barbed wire and gnarly scrub oaks.

“Meth and alcoholism rule down here,” Trower said.

Some students live in prefabricated sheds without electricity, plumbing or heat, said Trower, who was hired in May, 2011. Many parents don’t work. Some parents don’t see the need for their children to go to high school.

“They’re going to go home tonight and it’s going to be freezing cold,” Trower said. “They won’t eat until they come back to school the next day. And we expect them to score proficient or higher on state tests? It’s survival. It’s just basic survival.”

At the K-8 school, which serves about 70 students, each student has a personal learning plan. Students feel cared for, Trower told the newspaper.

Teachers pick students up in the mornings and take them home at night. They feed the kids, buy them clothes.

Trower got grants to buy iPads for each student, which has helped teachers personalize learning.

In the kindergarten class, students sat with headphones on, listening to phonics sounds and picking out letters and words on a screen.

Last year, the average student was two grade levels behind in reading. Now, most have caught up, reports the Oklahoman.  “Kids will rise to the expectations,” Trower said.

Locals say students have shoes and most live in homes with electricity, writes John Thompson on This Week in Education. The Principal Chief of the Muscogee (Creek) Nation has called on Trower to resign.

The kids nobody wants

The Kids Nobody Wants are the ones guaranteed to pull down test scores and graduation rates, writes teacher Arthur Goldstein on GothamSchools.

Queens Collegiate is a shiny new school on the third floor of closure-slated Jamaica High School. Jamaica’s UFT chapter leader, James Eterno, told me that when Queens Collegiate got a special education/ESL student it wasn’t equipped to handle, they sent the kid right back downstairs to Jamaica.

Some schools, like mine (Francis Lewis High School) take kids we know won’t graduate — they’re on track for “alternate assessment” instead of academic diplomas. And every one of these kids — about 2 percent of our total population — is counted against us when they fail to achieve a traditional graduation. You might say they are dropouts on the day they enroll.

When these teens go on to job training programs, that’s considered worthless by the district’s school evaluation system, Goldstein writes.

Immigrants may need five years in high school to learn English and earn a diploma. Is that a sign of failure?

When California’s school evaluation system started — years before No Child Left Behind — high schools created “opportunity” schools for “at-risk” students. “Opportunity” students’ very low scores were reported separately, even if they were taking classes on their old campus.