won't back down

As city is urging, hurricane days prompt some to learn at home

Second-grader Jacob Stone and fourth-grader Thomas Daniel trick-or-treated in Harlem with Wanda Fisher.

As it became clear on Wednesday that city schools would not be able to reopen this week because of damage to the city’s infrastructure, concern deepened at the Department of Education.

The department has ramped up a push to toughen academic standards this year, and a week off eight weeks into the semester — even if the days are likely to be made up later — could set back those efforts.

So department officials started compiling worksheets, suggested study schedules, test preparation guides, and lists of television shows with educational merit for students in each grade. On Wednesday night, they emailed principals to ask them to send a message alerting families to the new resources.

“We know that you and your students are eager to get back to school, and we are working hard to reopen schools as soon as possible,” Deputy Chancellor Shael Polakow-Suransky wrote in the message to families, which schools without power could have difficulty distributing. “In the meantime, we are encouraging students and their parents to continue learning at home during this time away from school.”

He suggested that families look to a silver lining in this week’s storm clouds: “Extra time at home is an opportunity to begin or continue planning for your future after graduation,” he wrote.

It’s an approach that some families and schools have taken since early in the week, when Hurricane Sandy’s danger passed for the many New Yorkers living out of the flood zone and in areas that retained electrical power.

When her nephews finished the homework they brought home on Friday, Wanda Fisher said her husband started quizzing them on mental math problems.

“You did math, multiplication, subtraction, division,” Fisher reminded the boys, second-grader Jacob Stone and fourth-grader Thomas Daniel, as they trick-or-treated in Harlem on Wednesday afternoon.

“And then we did plus/minus, and addition,” Stone added. A second-grader at P.S. 200, Stone said he had spent the days since the storm “reading and watching TV and seeing the hurricane.”

Other parents said they also had pushed their children to go above and beyond the homework assignments they received last week.

“I want them to be safe, but I want them to keep up with their education, too,” said Rosy Lopez, whose son Joseph is in first grade in Harlem’s P.S. 46. She said she had made sure Joseph had tackled all of the work that his teachers had sent home, which included social studies, and math. Then he read books about pirates and the movie “Toy Story.”

Some schools were able to give families additional assignments to keep students busy and engaged with academics.

Ralph Martinez, the principal of P.S. 89 in the Bronx, said his teachers had posted new homework assignments and practice materials online using the program Jupiter Grade. But he said not every student has internet access at home.

Martinez, who said he was not concerned about his Bronxwood school building because of its elevated location, had driven into Manhattan on Wednesday with his two sons, who attend Catholic school, to buy ice and stock up on other supplies. They live in New Jersey and have been without power since Tuesday.

“Many of our teachers live in Rockland County. Fortunately they’re okay, but without light, like I am,” Martinez said. “We have been emailing each other back and forth, almost every day.”

Not every school had taken that approach as of Wednesday, and some that were most affected by the storm are not likely to be able to. Department officials said 200 school buildings were “not operational” because of the storm, including 86 that did not have power.

“Because our building is closed and because many staff members are dealing with power outages at home, there will be no online assignments emailed to students, as some parents have inquired,” Millennium High School told families on Wednesday. “We recommend that students take the opportunity to do review work and read until school reopens.”

Millennium is housed in a Lower Manhattan office building whose basement was flooded. The building’s management company informed the school that no one would be able to enter until Monday, according to an email sent to parents on Wednesday from the school’s parent coordinator on behalf of its interim principal, who she said did not have power.

For high school seniors, the days off come at an opportune time: Most colleges have their first application deadline this week. (Many colleges have extended the deadline for students affected by Sandy.)

Adelya Baimukhamedova, a senior at the High School of Environmental Studies, said she had taken the time so far to catch up on assignments and put the finishing touches on college applications. No teachers assigned new homework since Friday, she said, but “they sent emails to reschedule exams. And I’m caught up with my homework now.”

Dyani Lebron, a fifth-grader at Manhattan’s P.S. 116, also said she had not heard from her teachers this week. She finished her weekend homework on Saturday under the assumption that this week would be a regular school week, so for now, she has been reading “The Mysterious Benedict Society.”

Lebron was walking on the Upper West Side Wednesday afternoon with Jocelyn Alvarez, a senior at Norman Thomas High School, which is in the process of phasing out and now has only an 11th and 12th grade this year. Alvarez said she is worried the storm could deepen the school’s difficulties.

“It’s already very disorganized,” Alvarez said. “Classes, schedules, students mixed in with the wrong grade. There are students who are behind and need to catch up, and this hurricane has made it worse.”

At more thriving schools, some teachers found innovative ways to trouble-shoot the situation. At Stuyvesant High School, which is located next to the West Side Highway and currently does not have power, longtime computer science teacher Mike Zamansky resumed classes for some of his students on Wednesday by online Google chat.

About 40 students watched the class live and others watched a recorded video afterwards, said Zamansky, who documented the experience on his blog.

“People keep talking about recorded lectures … but if anything, today’s experience just confirms to me that there’s nothing like an in-class teacher, particularly with a small group of students,” Zamansky wrote. “That said, I think this was a good experience and my students seem to agree. We spent part of an otherwise unproductive day in a productive manner and we’re planning on doing it again tomorrow.”

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.