A Word on 'Safety First'

This perspective, featured in a Letter to the Editor in the Friday, Dec. 5, 2008, Philadelphia Inquirer, is worth considering as we continue to navigate how best to address behavior and discipline in Philly schools. -- Sheila

Re: "Safety first," editorial, Monday:
While I agree in principle that the Philadelphia School District needs to send a clear message to troublemakers by expelling them or transferring them to alternative schools, I am not sure enough people truly appreciate the scale of this challenge. As a student teacher in an affluent suburban district, I could issue an index-card-sized referral slip to a disruptive student and send him or her to the office, no questions asked. In Philadelphia, where I taught for six years, referral forms measured a full 8½ by 11 inches and had to be completed in triplicate. Furthermore, a teacher was expected to exhaust other strategies - a detention, calling home, etc. - before referring a student. Indeed, a sure way to curry disfavor among administrators was to send disruptive students to them a bit too often.
Ronald L. ZiglerAbingtonrlz2@psu.edu

Talking Teacher Equity and Quality

If you're looking for an opportunity to discuss issues of teacher quality and equity, here's a great evening co-sponsored by the Philadelphia Student Union and others in the Southwest community.

Community Forum on Teacher Quality & EquityOn Tuesday, December 9th at 6:00 p.m. at the Kingsessing Recreation Center in Southwest Philadelphia, the Philadelphia Student Union and other community-based organizations will be holding a Community Forum on issues of Teacher Quality and Equity.

This open forum will feature Dr. Heidi Ramirez of the School Reform Commission, as well as representatives of the School District of Philadelphia and the Philadelphia Federation of Teachers. The goal of the forum is to hear about current practices of teacher hiring, distribution, training, and retention, and to explore questions and suggestions from parents, students and other community members to inform district policy as well as contact negotiations.

*The bulk of the meeting will be devoted to open questions and discussion from the community.*

Co-sponsored by Philadelphia Student Union, Healthy Family, Healthy Life, Inc., Vernard Johnson, Walnut Hill Community Association, Southwest Action Collaborative. In conjunction with the School District of Philadelphia and the Philadelphia Federation of Teachers. For more information contact:info@phillystudentunion.org(215) 471-5970

CLARIFYING ZERO TOLERANCE

The District shared the information below with principals to "help guide in the implementation and understanding of our zero tolerance policy." -- Sheila

· Any weapon or firearm case will be referred for expulsion from the District (this includes guns, BB guns, pellet guns, firearms and simulated firearms)
· Student Assault on Staff/Adult will be referred for expulsion from the District
· Multiple offender assault on another student(s) will be referred for expulsion (must be charged with aggravated assault by the Police/D.A.) Purpose is to target the identified leaders and remove to mitigate further incidents.
· Knives, cutting instruments, and box cutters/similar types will be referred for expulsion given circumstances.
· Drugs – amounts that are for distribution and if less than “5” (sic) string together the totality of the circumstances and the repeat possession/personal use for referral Level 2 and expulsion.
· We MAY suspend for 10 days. The consent decree gives us the ability to do so, but it is not to be used in every case. While the letter sets out the violations when Principals may suspend for 10 days, those areas are so broad that there needs to be further clarification. Students who commit egregious acts of violence should be suspended for 10 days. However, there are many cases of alleged assaults, that may not rise to that level and require ONLY five-day suspensions. In addition, all weapons violations do not rise to the level of needing a 10-day suspension. A kid, who brings a box cutter to school from work or in error, may need only to be suspended for five (5) days. Please follow the Discipline Procedure Manual Process.
· While a child is suspended, it is CRUCIAL that work is being sent home with them.
· Principals must hold parent conferences for students being suspended. At the parent conference, if they have determined that the violation is serious enough to warrant a 10-day suspension and an EH-21, then they need to tell the parent that they may recommend expulsion. The only people who make the decision on whether to proceed with a hearing are the Superintendent or her designee. It is premature and inaccurate for the Principals to be telling kids they are expelled. The final decision to expel can only be made by the SRC after a full hearing.
· The Principal must submit the documentation for a transfer or expulsion to the Alternative Education Region within 48 hours.
· Interim placements are to be used only when the student staying in the school creates a safety issue for the school. The default position is that pending a hearing for expulsion or a disciplinary hearing, the student remains in their regular school. It may be the case that in many cases where 10-day suspensions are recommended and expulsion or a transfer are recommended; the student does need the interim placement.
· It is crucial that the Behavior/Performance Review be completed thoroughly and accurately before discipline action is taken so that we are in compliance with “child find” provisions of the IDEA.

Grandmother: Police record for student with lighter

This word came to us from a Philly grandparent. We're checking on details and will keep you posted! -- Sheila

Just got a call from (a grandmother), Grand daughter was arrested…in handcuffs and spent 12 hours at the police station…because she used a lighter at school. She was charged as a felon at the Youth Study Center: “She did wrong, but this is ridiculous!”

Zero Tolerance in N.E. PA

This story came to us from Honesdale, PA:

Hello! My name is Marilyn I am the mother of a wonderful 15 yr. old former high school student at Honesdale HS in Honesdale PA. On April 2,2008 my son went to school as usual but the events that followed were forever to scar him and our entire family. A student that had been caught doing grafiti in one of the school bathrooms was caught in the act, was brought to the office and he decided to say that my son had helped him,( my son has never been in trouble, has never even had a detention) my son was pulled out of class 1st period, brought to the office and sat next to the accused student, they knew each other from Math class. This student said to my son "just say that you did it and we will go to detention together" my son told him that he had not done anything and that he would have no part in this. My son was then called int o the vice principals office he denied having part in this. When they came out the vice principal told the other student that my son said he had nothing to do with the incident, at that time this student started crying and screaming and ran out trying to get out of the building he was brought back at which time he must have realized he was in a hot seat and said "OK, he did not help me but he sells drugs". ( our nightmare began!) my son was brought into the vice principals office with another teacher that was in the office helping the v. principal he was drilled frisked called names and told that if he did not admit to this that he would be brought to a judge and he would be put away. My son kept asking for me to be called they said when you tell the truth! His locker was torn apart his books were shaken( my son has an IEP, he has an anxiety disorder, no one was called from sp.ed, no nurse no police no parent! At 12:30pm I was called at home and told that my son was caught selling drugs, I flew to the school 13 miles, I asked if they had searched and where were the drugs? No drugs were found they said but he admitted to it. I could not believe it, I know better. I was scared I did not know my rights, we were told that the police would not be called (I asked) I thought they were been kind. If it was today I would have screamed to the top of my lungs and said "CALL THE COPS" When we got in the car my son explained the truth. We got a lawyer,advocates, he was given 180day expulsion, it was recinded, my son was however not allowed to return he now goes to connections academy cyber school.
Isolated, afraid here sits a now 10th grader violated by a system that is blind and obsesed with Zero Tolerance. Naturally there is more horror to this story, I don't want to bore you so I gave just the star events.
Thank-You for reading and good luck with your work, we are living proof of the damage caused by zero tolerance. Thanks again, it helps me to be able to share this life changing unfair event.
sincerely Marilyn

Response to Expulsion Policy

Many community members who had been in discussion with the District about improving discipline policies and the disciplinary transfer process were surprised to learn that the District's new expulsion policy reportedly resulted from the findings of the School Safety Advisory Committee. No such conversation ever took place during SSAC discussions. Some of these members responded with an email to the District:

October 20, 2008

Although representatives from our organizations served for many months on the School Safety Advisory Committee, we were surprised to learn of the request by the School District for new expulsion schools, and that this new request is in some way related to recommendations set forth by the Committee. The topic of expulsion as discussed in committee meetings was understood to refer to state and federal guidelines around weapons, and the need for greater clarity for case-by-case decision-making. We believe any endorsement of a new expulsion policy and heightened Zero Tolerance policy is a distortion of the endorsements of the committee. Since many members of the community were engaged in this committee, we believe it is important to clarify the record to assure the maintenance of trust between the School District and entities it often refers to as “partners” in the education of Philadelphia children.

Sincerely,
Deborah Gordon Klehr, Education Law Center
Sheila Simmons, Public Citizens for Children and Youth
Alan Liebowitz, Education attorney, former principal
(added Oct. 22) Rhonda McKitten, Bob Listenbee, Defender Association of Philadelphia
Rev. LeRoi Simmons, Germantown Clergy Initiative

Alternative Education Task Force (task force proposal was accepted by SSAC):
Venard Johnson, Director, S.E. Pa. Network For Family Health, Education & Welfare

Teachers Wanted?

If you think our kids are the reason behind not enough high-quality teachers landing in Philadelphia classrooms, check out this email below . . . - Sheila


I am writing in response to Kristen Graham's piece, in which you were quoted, on the vacancy crisis in the School District of Philadelphia. I applied for a teacher position in Philadelphia a year ago. I have tenure, permanent PA certification in 2 areas, a doctoral degree and 10 years of teaching experience.

I interviewed last year on Halloween and was placed on two eligibility lists a few weeks later, hoping to return to the classroom after being home with my children for 4 years. I figured with my qualifications and experience combined with last year's teacher shortage I would be hired in a short time. I did not receive an offer for employment until 2 weeks ago! Not only do I already have a job I love, teaching at St. Joseph Pro-Cathedral School in East Camden, NJ, I find it appalling that the School District of Philadelphia is offering jobs to teachers in October. Are they unaware that school started over 6 weeks ago?

Many people felt I was crazy for turning down a position that would have paid more than double my current salary, but I do not wish to be part of a system that's bureaucracy is collapsing under its own weight. I would be fearful that it would be impossible to make a difference in the academic lives of children who so desperately need it.

Kathleen Dianora Duffy, Ed.D.
Haddon Township, NJ

Bumps in road on contract negotiations

Teachers snipe at district's ideas
Apart on key issues as deadline nears
By MENSAH M. DEAN- Philadelphia Daily News

Contract negotiations are finally getting testy between the Philadelphia School District and the city teachers' union, nearly eight months after the two sides started talking.
In a caustic, one-page letter sent to 16,000 union members late last week, Philadelphia Federation of Teachers President Jerry Jordan said that district officials say that they want reforms in public, but have failed to translate such talk into contract proposals.
"They talk about increased safety personnel, the need for libraries that are properly staffed and art and music teachers in every school," Jordan wrote. "They talk about improved professional development and support for teachers and staff.
"But across the table, they are not willing to put into the contract any language that addresses these serious issues." Click here for full story

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The "Big Give"

-Opportunity for giving . . .
Help kids succeed
Bucks County Courier Times
With school back in session, many parents have sent their children off in newly purchased school clothes, armed with new backpacks filled with supplies. But for many local families struggling to make ends meet, it's a much different story.

More than 130,000 children and families in the Greater Philadelphia region live below the poverty level. They desperately need basic items like clothing and school supplies — all things many folks may take for granted. By digging in our closets, attics or storage areas and donating our gently used or new items, those of us who are in a more secure financial position can make a big impact on those in need throughout our community.

My colleagues and I at Shire Pharmaceuticals encourage everyone in Bucks County and the region to participate in Shire's “BIG GIVE” event benefiting Cradles to Crayons, a nonprofit organization that directly helps children and families in need. Start a local drive at your schools, church, synagogue or business and collect new and gently used children's clothes, baby items, school supplies and other items. Your donations to Cradles to Crayons go to other non-profits such as The Children's Hospital of Philadelphia and school districts across the region, which fill specific requests from families and children in need.

Due to the generosity of our neighbors in Bucks County and from across the region, children who need our help the most get the resources they need — clothes, shoes, school supplies and more — to better succeed in school and life.

Find out more information about Cradles to Crayons and starting a local community drive by logging on to cradlestocrayons.org.

Scott Applebaum
Shire Pharmaceuticals
Holland

Is it About Kids Or Standards?

I spend my summers in a small coastal fishing village. I frequently hear gunshots at night, but they never scare me. Now I’m back in Philly where I occasionally hear gun- shots in the daytime, and they always scare me.

I wasn’t even home yet when I turned on the radio to get a traffic report. The news told of a child killed at 2:00 A.M (though it was not a gunshot). They gave the address and I immediately knew the child was student where my wife teaches, five blocks down the street from me. The next day it was confirmed.

Today I helped my wife set up her room and then left past the two bullet holes in her doorway. They fortunately had arrived on a weekend about three years ago. I drove down the street past a student’s home where last year her father was assassinated, and walked to my room, past the memorial for one of my students who died from a mis-diagnosed illness last spring.

I have to wonder what happened. I used to feel safe at my school, a high achieving school where students behaved and learned. We went five years at one point without a fight in our 7th and 8th grades. We had the second highest growth in achievement citywide in 2003-2004. We made PVAAS in every grade in 2006-2007, and we made AYP in 24/25 categories in 2007-2008. For all that success we are considered a failing school.

I was at the gym last Sunday, and lo and behold a former student came up and greeted me. He didn’t have to. He could have snuck out without me seeing him. Instead he enthusiastically approached me. I had only seen him once since I had removed him from graduation on graduation day, so I really didn’t know what to expect. I knew back then I had done the right thing, and now this young man, on the brink of receiving a Division 1 Scholarship, has reaffirmed this. Two students have called me since I’ve returned home, and parents have come to visit me, and still I sit here near tears, full of hope and fear. I know for every one I reach, there is one where my grasp will slip.
(This posting was submitted by a Philadelphia teacher)

To Read more:
http://teacherscount.wordpress.com/2008/08/28/its-supposed-to-be-about-the-kids-stupid/

Arts education in the spotlight

Arts education -- long on the decline nationwide -- continues to find its way back into Philadelphia's public schools. Recent staffing changes have generated a number of news stories. On Aug. 13, a coalition sent the following letter to the School Reform Commission:

Good afternoon.

We are writing to once again commend you for your actions in halting the declining presence of the arts in public education. We are a group of organizations and individuals who recognize the important role of the arts in improving the lives of children in the region. We first came together earlier this year at a large public meeting sponsored by the William Penn Foundation at the Constitution Center. In building this Arts for Children and Youth Initiative, we hope to work with you to advance arts in the lives of the city's children through a broad multi-year, multi-level public /private campaign.

We were very pleased this spring to learn of the District's plans to increase the number of teachers of the arts in the schools this year so that all schools will be able to provide some arts exposure and opportunity to students. We are concerned, however, that the District maintain the necessary administrative capacity to realize the potential of this major step forward.

We applaud your commitment and that of Dr. Ackerman to put as many resources as possible in the classroom but we also recognize the need for an adequate infrastructure to secure real progress.
Thank you for your consideration.

Sincerely yours,

Shelly Yanoff, Executive Director, Public Citizens for Children and Youth
Gretchen Elise Iversen, PCCY, Picasso Project Coordinator
Emily Byrne, OMG Center for Collaborative Learning
Meg Long, OMG Center for Collaborative Learning
Kevin Dow, President, Philadelphia Cultural Fund
Susan A. Segal, Program Officer, Lincoln Financial Foundation
Rob Davidson, Program Manager, VH1 Save the Music Foundation
Allan L. Edmunds, Executive Director, Brandywine Workshop
Jan Norman Ph.D. , National Director of Education, Research and Professional Development Young Audiences, Inc.
Evelyn Eskin, Picasso Project Advisory Committee Chair
Germaine Ingram
Peggy Amsterdam, President, Greater Philadelphia Cultural Alliance
Denise Kinney, Executive Director, MUSICOPIA
Hazami Sayed, President, Al-Bustan Seeds of Culture
James Undercofler,President and CEO,The Philadelphia Orchestra Association
Glen Knapp, Executive Producing Director,Philadelphia Young Playwrights
Mark Huxsoll, Director, Temple University Music Preparatory Division
Lucy Tobin, Director of Education, The Philadelphia Shakespeare Festival
Jane Golden, Mural Arts Program
Erin Elman, Dean of Continuing Studies, The University of the Arts
Amy Sarner Williams, Executive Director, The Clay Studio, provider of the "Claymobile" outreach program
Thora Jacobson, Chief Operating Officer, Philagrafika
Barbara Bassett, Philadelphia Museum of Art
Maureen Sweeney, Director of Education,Philadelphia Theatre Company
Tracy Broyles, Executive Director, Spiral Q Puppet Theater

Cc: Dr. Arlene Ackerman, Superintendent of Schools

Teacher blog: 'What's a Community to Do?'

PCCY's School Stories is not the only blog browsed by members of the local education community. One of our readers wanted to bring attention to this posting from TeachersCount blog -- certainly food for thought:

What’s a Community to Do?
As August nears its midpoint and teachers, parents, and students all begin to think about school, we must ask ourselves, how will it be different, how will it be better?
Sadly I can think of nothing our community has done to improve our schools. Two years ago 74% of first graders at my school were significantly below reading grade level when they entered school. Last year it was 88%. No where has this problem been addressed, but the public clamors for teacher accountability. Doesn’t parental accountability come first? If a child is arriving at school behind what exactly is the teacher’s responsibility?
(click here to read entire post)

In addition, our friends at Philadelphia Public School Notebook plan to join the blogging community this fall with its own blog, for which planning will begin this month. We wish them much success!

Constitution Center: 'What do you want to hear from our next president?"

The National Constitution Center wants to know what one thing Americans yearn to hear from the next President when he gives his inaugural address on January 20th. The Center is asking people to write down those desired presidential words, using a Web page they’ve developed. Responses will be displayed in an exhibit at the center, discussed in a December program with famous speechwriters, and if, all goes well, sent to the next president’s speechwriting team to be reviewed as the winner of the election prepares his Inaugural Address. To take part, click here.

This item from United Way of Southeastern PA's "What Matters This Week 7/21/08."

Let's hope 'terms and conditions' are transparent!

Among the legislative items featured in a recent edition of the Education and Policy Leadership Center's Notebook was a summary of Section 2502.46, which "requires the Philadelphia School District to submit annual reports to PDE on the use of state funding for partnership schools. The reports will include information on the number of students attending each partnership school, the total dollar amount to be paid to each school by the District and the specific terms and conditions agreed to for such payments, and the total costs actually paid by the District to each partnership school. Additionally, the law requires the District to provide an explanation if a difference exists between the costs actually paid and costs agreed to for each partnership school as well as an accounting of where the unexpended dollars were utilized."

Shakeup of disciplinary school system underway

by Dale Mezzacappa, Philadelphia Public School Notebook
Acknowledging for the first time that only seven percent of students sent to privately managed disciplinary schools successfully return to regular schools in a given year, District officials are revamping contracts this summer to require the providers to collect more data and show evidence that students are progressing toward graduation. (click here for full story).

Successful Schools in Philly

Good school stories.

I mentioned to a friend that I had visited some great schools recently as part of a PCCY "successful schools" project. My friend turned to me and said, "In Philadelphia?" Ouch. Yes...in the Philadelphia public schools! Each time I walked away thinking, "Everybody should see this place!" and "Who wouldn't want their kids to go here?" Calm places, active, engaged classrooms and well-behaved youngsters. Teachers and other staff comfortable with visitors, even the principal hanging around their rooms. Folks were proud of what they were doing. There were interesting similarities among them:
-Stable principals and staff with a "let's figure this out together" mentality
-Lots of work being put into using available resources to keep class sizes small and let teachers talk and plan together
-Multiple partnerships with outside organizations to bring in additional resources.
-Lots data that’s now available put together so that is useful, not just a pile of paper and numbers.

Each was also unique:
Meade, near Temple, has developed terrific partnerships with organizations to make sure arts are a big part of the school program.
Fairhill, in a large Latino neighborhood, has nurtured strong relationships with its parents, sponsoring meetings to help families out with their needs, developing a strong trust in the school's ability to take good care of their kids.
Kearny, on the edge of Northern Liberties, finds creative, fun, ways to push literacy and higher order thinking skills while using all of its resources to keep class sizes small.
E.M. Stanton persistently reviews benchmark data, to inform not only the instructional practices, but also to empowering students to be in control of their own successes.

We have to wonder why schools like this are not only highlighted more often, but why their "secrets" are not shared more with others. A lot depends on the quality of leadership. Are we doing the best at helping these good leaders grow more? How many other fine schools are out there that never get “their day in the sun?”

AFT Article About First-Year Teacher

According to the American Federation of Teachers article below, "roughly 40 to 50 percent of new teachers leave the profession within five years." With so many new teachers often assigned to our most challenging schools, we hope this perspective
gets worthwhile consideration:

FIRST YEAR TEACHERS ABOVE ALL MUST KNOW TO AVOID 2ND FLOOR BATHROOM

On her first day as a high school English teacher in a large urban public school, a new teacher expected to be greeted by the principal or chairperson, guided to her classrooms and provided with what she considered to be the essentials (schedule, curriculum, rosters and keys), writes an anonymous second-year teacher for American Educator.

Instead, she was provided with only a piece of paper with two numerical codes and a warning not to use the women's bathroom on the second floor. After frantic inquiries, she learned that the codes signified that she would be teaching 9th and 10th grade English. She then asked a question that, two years later, has yet to be answered: "what is taught in 9th and 10th grade English?"

In response, all she received was a list containing more than 20 books per grade and was told to select six books from the appropriate list and teach one book every six weeks. As her colleagues scrambled to inspect their classrooms, one experienced teacher kindly informed the neophyte that they wouldn't receive books for the first month, so she should try to do poetry. This led to the inevitable and also unanswered question: "what does 'do' poetry mean?"

Before she had a chance to find out, her students arrived eager to know what was expected. So she reproduced the same vague responses that she was given. She felt sorry for her students that day and each day after because this was not the education they were intended to receive.

When she hears the commonly cited statistic, that roughly 40 to 50 percent of new teachers leave the profession within five years, she wonders how many of those departures could be avoided if teachers were provided with clear and achievable expectations.
http://www.aft.org/pubs-reports/american_educator/issues/spring2008/newteacher.htm

Ending "Cradle-to-Prison" pipeline

Our schools too often are places that contribute to the "Cradle-to-Prison Pipeline." This intiative below sets higher expectations for our children and youth:

The Youth PROMISE Act focuses on putting an end to what experts at the Children’s Defense Fund have termed the “Cradle to Prison Pipeline.” Unfortunately, too many of our nation’s children – and particularly minority children – are born under circumstances that, without sufficient intervention, place them on a trajectory to prison. Yet, credible research and studies show that we can intervene and place these youth on a "cradle to college" trajectory.


A vital piece of the "cradle to college pipeline" is education. The Youth PROMISE Act would ensure that education entities are provided with the assistance they need to redirect youth at risk of adverse criminal justice involvement. These grants would also allow communities to fund a variety of education-based programs, including Early Head Start, Head Start, after school programs, mentoring programs, conflict resolution skills training, sports, arts, life skills, employment and recreation programs, summer jobs, summer recreation programs, alternative school resources for youth who have dropped out of school or demonstrate chronic truancy, and education programs for pregnant teens and teen parents.

More information on the Youth PROMISE Act is available at: http://www.house.gov/scott/hotissues_youthpromiseact.shtml.

Henry parents examine school choice

What factors do parents consider in choosing an elementary or middle school for their child? And how does this differ among schools? A survey by Mt. Airy’s Henry School parents offers a glimpse. Nearly 200 responses were collected, and one clear indication emerged: “Families in Northwest Philadelphia are very serious about choosing” schools.

You can download the full report from http://whatmatters.uwde.org/henry.pdf.

Here’s a summary from United Way’s “What Matters” report:

Henry School parents surveyed
In October 2007, The Henry Group, an informal group of parents whose children attend Mt. Airy’s C.W. Henry School or are considering sending their children to the school, surveyed families in the Mt. Airy community to understand how they choose elementary and middle schools. The group was interested in the demographics of the respondents, and how these differed between Henry families (those who did/do send their children to Henry) and non-Henry families (those who did not choose Henry), as well as the factors driving school choice, and how these differed between Henry and non-Henry families. The group also surveyed the participants on how Henry and non-Henry families feel about Henry School, and whether the Henry Group meetings were helpful in making school decisions.
A total of 192 survey responses were collected and yielded the following information:
Demographics. Despite differences in race and income level, there were few significant demographic contrasts between the Henry families and the non-Henry families.
Factors in School Choice. In general, Henry and non-Henry families sought the same characteristics in elementary and middle schools. The survey indicates that both populations were comparable in their school selection criteria as well as in their demographic profiles.
Henry School Rated. There were several areas in which Henry and non-Henry families rated Henry school similarly (such as opportunities for parental involvement). There were also areas
in which Henry and non-Henry families rated factors dramatically differently (such as teacher quality). The preliminary conclusion is that there are substantive attributes and liabilities which
attract or deter all families. The survey results also indicate that Henry School may want to address promotion and perception as well.
Henry Group Meetings. Most of the respondents who attended the Henry Group meetings found them very or somewhat useful.
The group says that its initial findings suggest that families in Northwest Philadelphia are very serious about choosing elementary and middle schools; that Henry School has strengths as well as practical and promotional challenges; and that the Henry Group meetings have helped families explore school choices. They are sharing their survey results in the hope that the survey provides useful information to Henry School, Henry School families, the Mt. Airy community, the School District of Philadelphia, and the new mayor and administration.