What do you think?

Detroiters react with praise — and fury — as district changes how it will decide who gets into Cass Tech and Renaissance

A student wearing a Renaissance High School t-shirt competes in a robotics competition.

Reaction was swift and strong last week when Chalkbeat reported that Detroit’s main school district is changing the way students are admitted to Cass Technical High School, Renaissance High School and two other selective schools.

Some parents, teachers, students and members of the schools’ devoted alumni associations praised the district’s decision to reduce the role of testing in admissions decisions. But others expressed anger and concern about how the changes will affect the schools and how decisions about the changes were made.

Instead of basing admissions decisions primarily on the results of a single exam, the district will this year turn the process over to an admissions team comprised of teachers and staff from the schools, as well as administrators in the district’s central office. They will use a score card to decide admissions with just 40 percent of a student’s score coming from the high school placement exam. The rest of the points will come from grades, essays and letters of recommendations. Students currently enrolled in the district will get 10 bonus points that will give them an edge over students applying from charter and suburban schools.

The news turned into one of the most talked about stories on our site this year — and readers’ reactions ran the gamut. Read some of what our readers had to say below.

Some thought the change was problematic:

Others applauded the changes:

A current Cass Tech teacher said she agreed the admissions process needed to change, but was concerned that the district did not ask for her input on the new system:

How do you feel about the new admissions process? Tell us below in the comments or weigh on on Facebook or Twitter.

Play nice

How can Michigan schools stop skinned knees and conflict? Use playtime to teach students kindness

PHOTO: Amanda Rahn
Macomb Montessori kindergartner London Comer plays with a ball during a Playworks session at her school.

Kindergartners play four square, jump rope and line up in two rows with outstretched arms to bump a ball during recess. What’s unusual is that the four- and five-year-olds don’t fight over balls or toys, and when one child gets upset and crosses her arms, a fifth-grade helper comes over to talk to her.

This is a different picture from last spring, when the students at the Macomb Montessori school in Warren played during recess on a parking lot outside. The skinned knees and broken equipment were piling up, and school administrators knew something needed to change.

“Recess was pretty chaotic, and it wasn’t very safe,” Principal Ashley Ogonowski said.

The school brought in Playworks, a national nonprofit that uses playtime to teach students how to peacefully and respectfully work together to settle disagreements — also known as social emotional learning, said Angela Rogensues the executive director of the Michigan Playworks branch.

Ogonowski said the change she has seen in her students has been huge. Kids are getting hurt less, and teachers have said they have fewer classroom behavior problems.

The program teaches better behavior through physical activity. Games focus on cooperation, not winners and losers. When tensions rise on the playground, kids are encouraged to “rock, paper, scissors” over conflicts.

Playworks is adamant that their coaches are not physical education teachers, nor are their 30-45 minute structured play periods considered gym class. But the reality is that in schools without them, Playworks is the closest many kids come to receiving physical education.

Macomb Montessori does not have a regular gym teacher, a problem shared by schools across the state and nearly half of the schools in the main Detroit district, and a symptom of a disinvestment in physical education statewide. In Michigan, there are no laws requiring schools to offer recess. As for physical education, schools are required to offer the class, but the amount of time isn’t specified.

But with Playworks, the 210 elementary-aged children at the school have a daily recess and a weekly class game time lasting about 30 to 45 minutes.

Another benefit of the program is the chance to build leadership skills with upper elementary students chosen to be junior coaches. Shy kids are picked, as are natural leaders who might be using their talents to stir up trouble.

“I made it because I’m really good with kids. I’m nice and kind and I really like the kids,” Samerah Gentry, a fifth-grader and junior coach said. “I’m gaining energy and I’m having fun.”

Research shows that students are benefitting from both the conflict resolution tools and the junior coach program.

“The program model is really solid and there’s so much structure in place, I can’t really think of any drawbacks,” Principal Ogonowski said.

The program, however, is not free.  

Part of the cost is handled on the Playworks side through grants, but schools are expected to “have some skin in the game,” Rogenesus said. The program at Macomb Montessori costs between $60,000 and $65,000, but poor schools can receive a 50 percent subsidy.

The cost hasn’t prevented eight Detroit district schools from paying for the program. Rogenesus said she is talking with Superintendent Nikolai Vitti about putting the program in even more schools next year. He also identified Playworks as one organization that could be brought in to run after-school programs at a time when he’s rethinking district partnerships.

Part of Playworks’ mission is to work together with schools, even if they already have gym and recess in place or plan to hire a physical education teacher.

“PE is a necessary part of their education in the same way social-emotional learning is a necessary part of that education,” she said.

Building bonds

‘Trust is being built’ as foundation invests in programs to support Detroit parents and students

PHOTO: Kimberly Hayes Taylor
Teacher Michele Pizzo and students Wajiha Begum, Iftiker Choudhury and Demetrious Yancy are closer since she's visited their homes

Anna Hightower didn’t know what to think when her daughter, Jasmine, wanted permission to invite her teachers to visit their home in October. But she pushed past her reluctance and nervousness, baked brownie cookies and opened her doors to two teachers from the Davison Elementary-Middle School.

She discovered a new world of information on being a better parent as a participant in the Detroit main district’s new initiative to empower parents, the Parent Teacher Home Visit Program.

It’s part of a sweeping initiative led by the W.K. Kellogg Foundation, which announced a three-year, $3 million grant Wednesday with the Detroit Public Schools Foundation. The initiative also includes a parent academy which will serve 7,000 parents, and a summer camp for up to 900 pre-kindergartners starting in the fall.

It’s the first grant Kellogg has awarded as part of its $25 million commitment to a major initiative called Hope Starts Here that Kellogg, along with the Kresge Foundation, announced last fall. The two foundations plan to spend $50 million to improve the lives of the city’s youngest children. (Kresge and Kellogg also support Chalkbeat).

Hightower said she believes the home visits are helping set the direction for her daughter’s life.

“I see now that DPS is not just a school for my daughter, but also a GPS,” she said.  “They see where my daughter wants to be, they know the destination and give her the opportunity to see the different routes she can go. They encouraged me as a parent to foster her growth as well.”

By the time the first home visit was over, the new relationships got 12-year-old Jasmine planning to join the school math club, apply to attend Cass Technical High School and consider her college choices.

La June Montgomery Tabron, W.K. Kellogg Foundation President and CEO, helped design the initiative to help the city’s youngest citizens, but Wednesday was the first day she met program participants.

“It just brought tears to my eyes,” she said. “It’s real, it’s practical. These aren’t easy relationships to build, but they are being built and trust is being built.”

Superintendent Nikolai Vitti said rebuilding the district must include making parents stronger advocates for their children’s education.

“Every parent cares about their child’s education,” he said. “The reality, though, is a lot of our parents don’t know how to navigate the system in order to advocate for their child every day. Some of our parents are intimidated by the system. Sometimes, parents are not welcomed by schools, principals and even teachers, and sometimes district staff.”

Parents, he said, also often are carrying heavy loads, working multiple jobs, and struggling to pay bills. While they’re navigating everything, they are challenged to put their children and their  schooling first.

He said he envisions a “critical mass of parents” in every school who will hold the district accountable for its performance: They will demand certified teachers. They will understand how to help their child get a higher SAT test score, complete a financial aid application and help their children become better readers.

“All of this, I probably would say, is part of the greatest reflection of what I want us to be as a district,” he said.

Parents will be able to take classes on topics such as resume writing, scholarships, and college placements tests. The Parent Academy training will be held in schools, libraries, community centers and places of worship across the city.  

Michele Pizzo, a seventh-grade English language arts teacher at Davison, said volunteering to visit homes has become personal for her.

She’s gained weight eating four- and five-course meals of samosas, biryani rice and rich desserts prepared by families in the school with a majority Bengali student population. She’s made new friends while visiting with her students’ parents, and she better understands her students and feels she knows them better.

Since the fall, when the program was in its pilot stage, she has visited 30 parents after school and on weekends — all in homes except one.

“We try to make the parents feel as comfortable as possible. We walk in, give them a hug, kissing on both cheeks, and there’s a huge meal that takes place,” she said.  “They are able to open up to us, and even if they couldn’t speak English, their child translated for us.”

For seventh-grader Iftiker Choudhury the home visits have made him and his family closer to his teacher.

“I get along with the teacher more, and it’s like very friendly now,” he said. “I’m comfortable now and I talk to her more. My parents knowing her, it creates a bond in all of us.”