after hours

With two weeks until expanded after-school launch, de Blasio emphasizes the stakes

PHOTO: Emma Sokoloff-Rubin
Mayor Bill de Blasio addresses new after-school staff.

Mayor Bill de Blasio knows what will happen if middle schoolers don’t find after-school programs worthwhile. They’ll vote with their feet, and stop showing up.

The mayor issued this friendly warning to new after-school employees on Monday. The group was smaller and quieter than the crowd of pre-K teachers he rallied last week, but the message was the same: We’re counting on you.

“It’s my job to get you the support, but then you go in. You’re the boots on the ground,” de Blasio said, after recapping his efforts to secure funding for the largest expansion of after-school offerings in the city’s history.

The 130 teachers and site directors gathered at the Boys and Girls Club of Metro Queens this week are all new employees of the Sports & Arts in Schools Foundation, one of 108 organizations receiving city funds to oversee after-school programming in middle schools when classes begin next week.

Alongside expanded pre-K offerings, de Blasio positioned after-school programs as a centerpiece of his mayoral campaign and then his efforts as mayor to improve the city’s education system. While the push for after-school expansion has not been as high-profile as the battle to fund and prepare thousands of new full-day seats in pre-K, de Blasio made clear today that expectations for the after-school rollout are still high.

“Many of the things we’ll bringing into the schools in the coming weeks will create a new kind of school system, a new kind of young people,” he said, citing middle school after-school programming (newly renamed School’s Out NYC, or SONYC), pre-K, and his administration’s investment in community schools.

The city is putting $145 million in state funding toward SONYC this year. That number will jump to $190 million during the 2015-16 school year, and the city’s goal is to offer all sixth, seventh, and eighth graders access to after-school programming at schools or community-based organizations by the end of the two years.

De Blasio estimated that the number of students served this school year will nearly double, from 50,000 to 100,000. The number of middle schools that offer after-school programs will jump from 231 to 562.

As the start of the school year approaches, site directors are still making decisions that are likely to determine whether they can convince middle schoolers to enroll and then stick around.

Rising ninth-grader Brandon Joseph, who spoke on a student panel before de Blasio arrived, is one of the 50,000 students who already has a sense of how those decisions influence their experiences after school.

When one of the new site directors asked Joseph and five other after-school veterans whether students should have a say in how they spend the extra time, Joseph, who attended P.S. 42 in Queens, immediately spoke up in favor of choice.

“It helps us be independent. That’s what we learn by choosing what we want,” he said.

“It should be a mix,” Cordelia King, who attended I.S. 285, chimed in. “If there’s too much freedom, it can be out of control.”

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.