homecoming

Fariña signals she's open to untying test scores and promotion decisions

Speaking to parents in Brooklyn Wednesday night, Schools Chancellor Carmen Fariña signaled another possible policy change—this time to Bloomberg-era promotion policies.

“This is all stuff we’re thinking about, so I don’t want to see tomorrow that this is absolute: Is there a way to rethink how we look at promotion?” she asked the parents, who were a mix of parent association leaders and parent coordinators from District 15, where she was once a principal and superintendent. “Does promotion have to be tied to a test?”

Changing the policy of allowing students to continue to the next grade level regardless of whether they passed state exams was a top priority of Mayor Michael Bloomberg’s when he gained control of the school system in 2002. The use of test scores in student promotion decisions, teacher evaluations, and school grades prompted parents’ questions about test anxiety for Fariña.

Untying test scores from promotion decisions doesn’t necessarily mean reinstituting social promotion, which refers to promoting students based on their age. But Fariña’s response indicates one way she could make good on Mayor Bill de Blasio’s promise to reduce the city’s emphasis on standardized test scores.

The social promotion ban took effect for third grade in 2004 and was in place for grades three through eight by 2009. Some years, few students were affected by having to score at least a level 2—half of one percent of fifth graders in 2008, for example. (In 2012, the city backed down slightly, allowing students who had been held back multiple times to be promoted if they had shown certain gains.)

As social promotion was curtailed under Bloomberg, the city also put money into Saturday programs and intervention specialists at schools, Fariña noted on Wednesday. Anna Commitante, who became an executive director under new deputy chancellor Phil Weinberg last week, will be working to revive those intervention efforts and to improve Common Core-related professional development, she said.

And while she criticized how the tests have been used, the chancellor offered her full endorsement to the tougher exams themselves, just one day after the uproar over the new exams led state lawmakers to call for a delay in using them to evaluate teachers.

“Testing itself is not the issue. I just want to say clearly that I do think the Common Core is the right thing,” Fariña said. How the new standards are aligned with existing curriculums, though, is where “we’re trying to make sense of nonsense.”

Fariña made it clear that she did sympathize with many of the parents’ concerns about testing and student stress. She repeated the lines she used when testifying in Albany: when students urinate in class or throw up, it’s all gone too far.

But she cautioned the parents in District 15, many of whom have been at the forefront of the anti-testing push, that she wouldn’t encourage opting out of the state exams.

“Again, every parent needs to make their own decision. I don’t think necessarily opting out of the test is the greatest way to get the best outcome,” Fariña told them.

At the meeting, Fariña also praised the district’s parent associations, which often raise hundreds of thousands of dollars, for also “caring about your neighbors’ children.” She focused on how parents and principals in District 15 could use their expertise to help more needy Brooklyn schools through grant-writing and joint events, and encouraged school leaders to swap staff with schools in nearby Sunset Park.

A number of parents said they were happy to hear more specifics from Fariña about how she envisioned parents taking the lead in her old district. The middle ground on testing didn’t sit well with everyone, though.

“She isn’t presenting an alternative,” said Heather Abdel, vice president of P.S. 230’s parent association. “She’s not for testing, and she’s not for opting out.”

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.