Model Lesson

Bronx principal marshals colleagues around arts enrichment

Sixth-graders at M.S. 223 drew Andy Warhol-inspired portraits during summer arts enrichment program

Angel Angel, 13, missed playing in seven baseball games last month so he could mentor students at his middle school, M.S. 223.

But Angel, a rising eighth-grader who is also an avid guitar-player, welcomed the opportunity to forgo his usual summer activities to help 96 incoming sixth-graders at the South Bronx middle school study reading, math and music for three weeks.

The summer enrichment program, which just finished its first year, is the brainchild of M.S. 223’s principal, Ramon Gonzalez, who has gained a reputation as a leader in public school management since he opened the school in 2003.

Gonzalez has touted initiatives to increase literacy and parental involvement to school community members throughout District 7, which is largely poor and low-performing. Now he is trying to turn District 7’s attention toward arts education, at a time when many schools are facing cuts to their art and music teaching positions. He is asking a handful of local principals to help him write a large grant to fund after school and summer school arts education at multiple schools in future years.

Gonzalez said he wanted to create a free summer program for his students that would address the learning-loss that some students, particularly those from low-income families, experience between June and September. He hoped offering afternoon classes in painting, printmaking, and orchestral music — in addition to trips to Broadway shows and the Museum of Modern Art —  would bring the students back each day, even though the classes were not mandatory.

Rather than try to carve $85,000 out of MS 223’s tight budget, he leveraged his connections — augmented after this spring’s appearance in the New York Times Magazine — to win funding.

Still, selling the split schedule to donors was difficult. Some pointed to a lack of research showing that arts integration would fuel academic improvements. Others didn’t see how Gonzalez’s program would fit into their funding priorities: One foundation that focuses on the arts didn’t want to help support the camp’s academic component, Gonzalez said, while another group wanted to fund academic instruction but not arts programming.

So Gonzalez approached this summer’s pilot program with a hypothesis: If you offer students quality arts education during the summer, then they will be more likely practice reading and math outside of the school year.

Gonzalez wants other principals to help him prove the point, so he is recruiting them to join him in offering arts integration programs outside the school day.

“His focus on trying to use the arts to raise reading scores is really good,” said Mary Padilla, principal of P.S. 5, who visited M.S. 223 last week for a tour of the summer program. “We need to do things differently than other districts because of all the high needs our students have. We have parents who are standing on unemployment lines, on food stamp lines. They don’t have the time to take kids to museums.”

Gonzalez plans to pitch the program to eight other principals this Friday and approach donors with his expansion plans in September. Most of the principals hail from Bronx and Harlem public schools which are outside of M.S. 223’s support network within the Department of Education, Gonzalez said, so collaborations like this one are his only opportunity to interact with them.

“You need a good body of people to effect change,” he said. “It’s the activist in me. We need to create the model to drive instruction, because this is not being done by outsiders.”

At the culmination of the camp last week, roughly 75 percent of the sixth-grade class—many of whom picked up instruments for the first time this July—performed Duke Ellington’s C Jam Blues and other jazz numbers to a half-full auditorium of parents and teachers.

Padilla, who sent four graduating fifth-grade students from her elementary school to M.S. 223 this year, left the school impressed by what she heard.

“You had over 100 kids participating in his summer arts program in a heat wave, on a Friday, at one o’clock in the afternoon,” she said. “This is August, when kids want to take a break and put their feet up, and these kids were in work mode.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.