Take Two

Report: City to resurrect special district for struggling schools

The education department is looking to resurrect a special district designed to support struggling schools, according to a news report, a signal that the new administration is holding to its pledge to flood the lowest performing schools with resources before it considers closing them.

The city is forming a plan to group about a dozen struggling high schools under a single district superintendent and offer them special support, according to the New York Post. Another cohort of elementary and middle schools would be kept separate but also receive extra support.

Chalkbeat could not confirm the report, and the Department of Education did not respond to questions on the plan. The United Federation of Teachers, which championed the now-defunct district that the new plan reportedly draws from, declined to comment.

Chancellor Carmen Fariña’s major school-improvement plan so far has been a partnership program that would group especially strong schools with schools that are weaker in specific areas to share effective practices and ramp up training for all teachers.

The new teachers contract also contains several provisions meant to boost schools, such as more time for professional development and extra pay for teachers who take on additional duties or work in hard-to-staff schools. Fariña has also promised to give greater assistance to middle schools.

But Fariña has yet to describe how the department will approach long-struggling schools that need intensive support. She has been critical of school closure, a signature tactic of the Bloomberg administration that Mayor Bill de Blasio has denounced, and said the department will not issue A-to-F report card grades in favor of more nuanced metrics.

De Blasio’s 2013 campaign platform called for an “early warning system” to identify schools that need immediate help and a “Strategic Staffing Initiative” that would replace the principals of the most challenged schools and send in a team of experienced administrators and teachers. The struggling-schools district would incorporate elements of de Blasio’s plan, according to the Post.

If the department established such a district, it would harken back to one that former Chancellor Rudy Crew created in 1996 to turn around 10 struggling schools, which eventually grew to include 58 schools before former Chancellor Joel Klein dissolved it in 2003.

Schools in the so-called Chancellor’s District received a slew of supports: smaller class sizes, longer days and years, new curriculum materials, more professional development, and extra staff. Teachers who worked in some of the schools received bonus pay. As those supports were rolled out, the Chancellor’s District schools eventually spent $2,400 more per student than the city’s other struggling schools.

The District schools achieved some limited success, with fourth-grade students’ reading scores outpacing those of other schools on the state’s list of struggling schools, according to a 2004 report. That report did not evaluate the 10 high schools in the program.

The UFT and others celebrated those results and pointed to the District as an alternative to school closure. But critics said they did not justify the amount of resources devoted to the schools.

Eric Nadelstern, an education department official under the Bloomberg administration, said the past program amounted to “micromanaging” low-performing schools, rather than overhauling them. He said that in the current administration were to group together low-performing schools it would conflict with its other strategy of partnering high-performing schools with others.

“Putting all your lowest-performing schools in the same jurisdiction is a terrible idea,” he said. “It’s like a remedial class for principals of schools.”

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.