early engagement

Moskowitz's Success expansion set to go deeper into Brooklyn

The city’s school board isn’t set to vote on the last of the Success Charter Network’s 2012 expansion plans until tonight. But plans for the network’s 2013 additions are already well underway.

In a letter sent last month to elected officials and community leaders in central Brooklyn, Success CEO Eva Moskowitz announced that she intends to apply for charters to open three schools in the area in the 2013-2014 school year.

One school would go in District 13, an area of Brooklyn that Moskowitz had originally said would house the school now set to open this fall in Cobble Hill. The two others would go in District 17, which includes Crown Heights and parts of Flatbush.

Already, the tentative plans are drawing criticism. The district manager for Community Board 2, which covers much of District 13, told the Brooklyn Paper that the community would be hesitant to embrace any such plan after Moskowitz suddenly opted out of her plans to open a school in the district this year.

“The board is not prepared to go down that road again,” Rob Perris told the newspaper.

City Councilwoman Letitia James, whose district covers large swaths of both districts, said she has grown wary of co-location battles in public school facilities, something that has accompanied nearly all of the Success network’s school openings.

“I’m not anti-charter, but it would be great if she had her own free-standing school,” James told GothamSchools. “I have an issue with forced co-locations that pit parents against one another and put elected officials in the middle of it.”

The new schools would grow Moskowitz’s network to 15 schools, and more 2013 applications for other areas might well be on the way. Mayor Bloomberg has already said that part of his education agenda for the remainder of his term is to accelerate expansion plans for high-performing charter networks. In his State of the City address, he specifically named Success and another network, KIPP.

Moskowitz has said that she wants to expand the network to 40 schools in New York City. But with Bloomberg exiting office after 2013, that plan could be in jeopardy if the next mayor is not as willing to let charter schools operate in public school space.

By entering District 17, Moskowitz is also signaling that she hasn’t abandoned the idea of opening schools in low-income neighborhoods with large minority populations. Over the past year, controversy surrounding Moskowitz has focused on her swift and aggressive campaign to expand into middle class neighborhoods, including the Upper West Side, Williamsburg and Cobble Hill. Median household income in the neighborhoods that make up District 17 hovers around $40,000, according to 2010 census data, about half that of the Upper West Side and Cobble Hill.

In her letter, Moskowitz wrote that she hopes to retain her vision for racially and socioeconomically integrated schools, as she is doing at Upper West Success. She said the schools would also place an emphasis on serving special education students and English language learners.

“The aim would be to educate all students at the same high level, irrespective of socioeconomic, racial, ethic and/or other status,” the letter reads. “We deeply believe that economically and racially integrated school settings provide important benefits to both students and the community.”

The Panel for Educational Policy voted last month to close two schools each in District 13 (Satellite 3 and the Academy of Business and Community Development) and District 17 (P.S. 22 and P.S. 161’s middle school). Only one of the buildings — P.S. 161 — does not yet have plans for a new school to replace it.

Moskowitz’s letter to local officials is below:

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.