I’ll do you a solid and spare you a long introductory paragraph explaining Nashville’s literacy crisis. Instead, I’ll lead with this:
Seventeen percent of Nashville’s black and brown children read at grade level or above. We are failing our children by doing what we’ve always done and not accepting responsibility for the failure. I don’t care to hear excuses. My singular interest is in finding solutions and spotlighting those successful at flipping the script.
What is #flipthescript? It is turning upside down the tragic narrative that says 82.5 percent of our poor, black and brown students do not meet reading standards but with more funding, less school choice, the eradication of poverty, and more parent engagement we just might be able to get these kids to read. Do better.
Enter Nashville Classical
“What we are doing with reading and literacy is replicable in any school” – The Incredible Charlie Friedman.
Nashville Classical is a five-year-old charter school located in an old East Nashville school building, founded and led by the highly energetic Charlie Friedman. I’ve watched the hipster-uniformed school leader call out the names of every student in the building in the span of about 45 seconds. I exaggerate… a little. Jokes aside, the man knows how to lead and the love for the little people under his watch isn’t hard to detect.
Sure, such attributes are typical of a school leader, but few are blasting the narrative that we’ve become uncomfortably comfortable accepting as the norm for poor and children of color.
“Nashville Classical’s results show it has made significant headway in closing achievement gaps for economically disadvantaged students and students of color. Not a single economically disadvantaged student at Nashville Classical performed below state standards in reading, while 44 percent of economically disadvantaged students across MNPS and 35 percent across the state are achieving below standards. Similarly, nearly all minority students at Nashville Classical are mastered, on-track or at least approaching state standards.
ON REPEAT: Similarly, nearly all minority students at Nashville Classical are mastered, on-track or at least approaching state standards.
“We start by believing that all students can achieve.”
I believe in the #beliefgap. It’s as real and present as the bifocals hanging off my dad’s nose that happens to be on my face. Unlike the achievement gap or even the opportunity gap (access to opportunities), the belief gap is one of those things that is difficult to quantify. How can you actually prove that principals and teachers believe in their students? Ask Charlie Friedman.
When you BELIEVE that ALL students can ACHIEVE students will work to prove you right. Students subjected to mediocre-to-low expectations will meet those, too. Mr. Friedman’s statement about believing in his students speak volumes and the takeaways gleaned from his school’s testing outcomes support this assertion. More importantly, Friedman & Team has formed a new narrative. One where the script with which we’ve become so familiar has been flipped and forced upon us are high expectations and the knowledge that yes, success can be achieved with poor and minority children and with finite resources.
I know, I know– if belief was the Great Fixer thousands more of our children would be bound for at least a twenty-one on the ACT. But as Mr. Friedman said, the school starts with believing all children can achieve while the other ingredients include data-driven practices, structure, and brutally difficult work.
The success Nashville Classical is seeing in reading results comes from prioritizing instructional time and the quality of instruction through a variety of approaches:
More Time – Nashville Classical has an extended school day, similar to the district’s other Title I schools. The longer day allows for students to receive 3.5 hours of reading instruction daily, with literacy embedded in the teaching of other subjects such as science, social studies and math, as well.
Text Selection – Students in all grade levels read from a collection of great literary works, intended to enrich their vocabulary, cultural awareness, and background knowledge.
Professional Development – Teachers at Nashville Classical spend 15 days on professional development before the start of each school year and participate in weekly professional development sessions, practicing lessons, studying video, and analyzing student work.
Joyful Rigor – Every classroom features its own library with more than 300 books for students to bring home each evening and teachers use songs, chants, and dramatic read-alouds to keep students on the edge of their seats.
Direct Instruction – In early grades, students receive individualized phonics instruction through a centers-based, small group instruction model. Students study sounds first and then letters, building phonemic and phonetic awareness.
Data Driven Instruction – Student performance and growth is closely monitored throughout the year, using a variety of rigorous monitoring tools. Students who are falling behind or transfer into the school mid-year receive immediate interventions and support.
And they are not stingy with their best practices!
Congratulations Mr. Friedman and all the teachers, staff members, and families of Nashville Classical! For more information on Nashville Classical and its testing results, go to their social media sites by clicking →→→ Facebook, Twitter, and Instagram.
And, finally, the best illustration of #flipthescript…
From the bottom of my heart, thank you.