Back to school

This school year in NYC: extra guidance counselors, computer science classes, literacy coaches and more

First Lady Chirlane McCray (far left), walks with guidance counselor Rashida Sealy (left), student Chyna Huertas (center), Mayor Bill de Blasio (right) and schools Chancellor Carmen Fariña.

More than a million students flooded New York City classrooms on Thursday, the first day of classes for 2016-17.

In what has become a back-to-school tradition, Chancellor Carmen Fariña went on a five-borough tour to showcase the education department’s priorities and new initiatives. Mayor Bill de Blasio joined for a few stops, and made others on his own, to highlight the department’s Equity and Excellence agenda.

7:55 a.m.: The day started with a stroll to I.S. 392 in Brownsville, Brooklyn, with de Blasio, first lady Chirlane McCray and Fariña accompanying Chyna Huertas, a seventh-grade student, to school.

Also along for the walk was Rashida Sealey, a Single Shepherd guidance counselor who will keep an eye on Chyna as she works her way through middle school.

The Single Shepherd initiative is new this year. It brings about 100 additional counselors to schools in District 23 in Brooklyn and District 7 in the South Bronx — both of which have among the lowest graduation rates in the city.

The ratio of students to counselors in those schools will be 100 to one — a potentially heavy load in a challenging community, but still below the nationally recommended limit for guidance counselors.

“Sometimes, all it takes is an additional adult in a young child’s life,” McCray said. “The Single Shepherd program is going to be so helpful with that.”

Each middle- and high-school student in the targeted districts will be paired with a counselor who will do “whatever it takes,” Fariña said recently, to make sure the student ultimately graduates and goes to college. That means working not only with students, but families too.

“This is going to make a real difference for our school,” said I.S. 392 Principal Ingrid Joseph.

Students in Claudia Ramirez's third-grade class at P.S. 254 The Rosa Parks School in Queens learn the basics of computer programming.
Students in Claudia Ramirez’s third-grade class at P.S. 254 The Rosa Parks School in Queens learn the basics of computer programming.

10 a.m.: Claudia Ramirez wasted no time. Within the first hours of the new school year, her third-graders at P.S. 254 The Rosa Parks School in Queens were busy learning computer programming.

Groups of students arranged colorful sheets of construction paper in a grid on the floor. Under one of them, a picture of Superman was hidden. One student gave directions to help another move forward and backward, left and right, to find the hidden image.

Though the lesson was “unplugged” — students didn’t touch a computer or look at a screen — it was designed to demonstrate a basic aspect of computer programming: the concept of an algorithm.

“We are growing our kids to ultimately be programmers,” Fariña said.

Ramirez was trained over the summer in how to deliver these kinds of lessons and said the experience had an immediate impact on her teaching. Without it, she explained, she would probably be doing a simple get-to-know-you activity on the first day of school.

“As a teacher, you see the interest of students is video games, Minecraft and technology, and I wanted to get better [at reaching them],” she said.

The Department of Education is launching its Computer Science for All program in 200 additional elementary, middle and high schools this year, bringing officials closer to their goal of offering the subject in every school by 2025.

Schools Chancellor Carmn Fariña reads to second grade students at PS 218 Rafael Hernandez Dual Language Magnet School in the Bronx.
Schools Chancellor Carmen Fariña reads to second grade students at P.S. 218 Rafael Hernandez Dual Language Magnet School in the Bronx.

11:15 a.m.: Ronny Veloz was excited to talk to his partner. He had some ideas about why David, a character in the book their literacy coach was reading aloud, was making a mess in the lunchroom.

“Maybe because he didn’t wait his turn,” Ronny guessed.

Later the coach, Yokasta Sanchez, would coax Ronny to use complete sentences when sharing his reasoning with the whole class. It was one of the strategies that Sanchez was trained in over 15 days this summer before starting her new position at Rafael Hernandez Dual Language Magnet School in the Bronx.

The Department of Education has flooded Districts 9, 10, 17 and 32 — which have among the lowest reading scores in the city — with additional literacy coaches this year. They will support teachers by providing tips and modeling lessons to help build better readers. Their focus will be on kindergarten through second grade.

“They are not assigned to school to do coverages or be substitutes. They are there for one purpose only, and that is to be literacy coaches assisting teachers,” Fariña said. “And that is a real shift from things in the past.”

De Blasio and Fariña have set ambitious literacy goals for the city’s young learners. By 2026, they aim to have every third-grade student reading on grade level. When de Blasio first took office, only about 30 percent of city students were proficient in English by third grade.

Lucia Herndon, a seventh-grade student at Washington Heights Academy M.S. 366, talks about her college plans.
Lucia Herndon, a seventh grade student at Washington Heights Academy M.S. 366, talks about her college plans.

Noon: Lucia Herndon just started seventh grade, but she is already thinking about college.

On the first day of school, Lucia was in a college advisement class at Washington Heights Academy M.S. 366, thinking about careers she might want to pursue. She has already visited Barnard College and several others.

“I like the idea of going to a women’s college that encourages female empowerment,” she said.

After a pilot this spring, the Department of Education is rolling out College Access for All at 167 middle schools across 10 districts this school year. Designed to get students thinking about college and careers early, the program aims to eventually include campus tours for all middle schoolers, advising sessions like the one Lucia was in Thursday, and family supports like workshops on how to apply to schools.

“It’s really important to have a goal in your mind, and know where you want to go,” Fariña told the students in Washington Heights.

Mayor Bill de Blasio and schools Chancellor Carmen Fariña touted their "community schools" model at Port Richmond Community High School in Staten Island on the first day of the 2016/2017 school year.
Mayor Bill de Blasio and schools Chancellor Carmen Fariña touted the “community schools” model at Port Richmond Community High School on Staten Island on the first day of the 2016-17 school year.

1:45 p.m.: The day ended at Port Richmond Community High School on Staten Island, a community school that partners with organizations to offer students health care and mentoring along with family assistance like a food pantry and parent fitness programs.

“This is one of the things that really typifies community schools: The notion of reaching a child, every part of them, everything they need to excel,” Mayor de Blasio said at a press conference after touring the school.

De Blasio has made community schools a key feature of his effort to turn around struggling schools. There are more than 100 already throughout the city, and plans to add another hundred by the end of 2017. The model has been lauded nationally, though there are questions over whether the added supports translate into academic gains.

second chance

An embattled Harlem charter school that serves kids with disabilities will be allowed to keep its middle school — for now

PHOTO: Alex Zimmerman
Opportunity Charter School

A Harlem charter school will be allowed to keep its middle school next school year, despite the fact that top city education officials have repeatedly ruled that it is too low performing to stay open.

That decision offers at least temporary relief for Opportunity Charter School, which has been embroiled in a dispute with the education department since March. The disagreement centers on whether city officials properly took into account the school’s students — over half of whom have a disability — when it judged the school’s performance.

The city’s education department, which oversees the school as its charter authorizer, tried to close the middle school and offered only a short-term renewal for the high school when the school’s charter came up for review earlier this year. The school appealed that decision, and was denied late last month.

But the education department is backing down from its position — at least for now. That reversal appears to be based mostly on logistics: A Manhattan Supreme Court judge has temporarily blocked the closure through at least mid-July in response to a lawsuit filed by the school and some of its parents last month, complicating the process of finding students new schools outside the normal admissions cycle.

“Students always come first, and given where we are in the school year, we will allow the middle school grades to remain open in 2017-18,” education department spokesman Michael Aciman wrote in an email on Thursday. Still, he noted, the department will continue to push to close the middle school in the future.

Kevin Quinn, a lawyer representing Opportunity Charter, said the city’s decision was the only responsible one, given that the school has already held its admissions lottery and made offers to parents.

“This is a wise decision by the [education department],” Quinn wrote in an email, “and [we] appreciate their acknowledgment that placement of this population at this time would be significantly disruptive.”

language proficiency

Educators working on creating more bilingual students worry new state requirements aren’t high enough

A second grade class at Bryant Webster K-8 school in Denver (Joe Amon, The Denver Post).

Colorado educators who led the way in developing high school diploma endorsements recognizing bilingual students worry that new legislation establishing statewide standards for such “seals of biliteracy” sets the bar too low.

Two years ago, Denver Public Schools, Eagle County Schools and the Adams County School District 14 started offering the seal of biliteracy to their students. The three districts worked together to find a common way to assess whether students are fluent in English and another language, and recognize that on high school diplomas. Advocates say the seal is supposed to indicate to colleges and employers that students are truly bilingual.

A bill passed by state legislators this year that will go into effect in August sets a path for districts that want to follow that lead by outlining the minimum that students must do to prove they are fluent in English and in another language.

According to the new law, students must meet a 3.0 grade point average in their English classes and also earn a proficient score on the 11th grade state test, or on Advanced Placement or IB tests. For showing proficiency in the second language, students can either earn proficient scores on nationally recognized tests — or meet a 3.0 grade point average after four years of language classes.

Although educators say the law sends a message of support for bilingual education, that last criteria is one part of what has some concerned.

“It allows for proficiency in a world language to be established solely by completing four years of high school language classes,” said Jorge Garcia, executive director of the Colorado Association for Bilingual Education. “Language classes in one school district may have a different degree of rigor than they do in another.”

The second language criteria should be comparable to the English criteria, several educators said. In the requirements set by Denver, Eagle County and Adams 14, students must at a minimum demonstrate language proficiency through a test score, or in some cases with a portfolio review and interview if a test is not available.

The three districts also catered their requirements based on what each community said was important. In Adams 14 and in Eagle schools, students must perform community service using their language skills. Students also have to do an interview in both languages with a community panel.

“Our school district team developed the community service criteria because we wanted our kids to have authentic practice in their languages,” said Jessica Martinez, director of multilingual education for Eagle County Schools. “We also wanted students to be a bridge to another community than their own. For example, one group of students created academic tutoring services for their peers who don’t yet speak a lot of English. Another student started tutoring her mom and her parents’ friends so they could get their GED.”

The state law doesn’t require students to do community service. But it does allow school districts to go above the state’s requirements when setting up their biliteracy programs.

“Thoughtful school districts can absolutely address these concerns,” Garcia said.

Several school districts in the state are looking to start their own programs. In March, the school board for the Roaring Fork School District in Glenwood Springs voted to start offering the seal. Summit School District also began offering the seal this year.

Leslie Davison, the dual language coordinator for Summit, said that although her program will change in the next year as she forms more clear requirements around some new tests, she will continue to have higher requirements than the state has set.

This year her students had prove proficiency in their second language by taking a test in that language. They also had to demonstrate English proficiency through the ACT. In addition, students did oral presentations to the community in both languages.

“Their expectations aren’t as high as mine are,” Davison said. “We’ll probably stay with our higher-level proficiencies. I do have some work to do in terms of how that’s going to look for next year, but I certainly don’t want to just use seat time.”

Meanwhile, the districts that started the seal are increasing their commitment to biliteracy so as many students as possible can be eligible to earn seals in the future.

The Adams 14 school district in Commerce City is using Literacy Squared, a framework written by local researchers for teaching students to read English by strengthening literacy in the native language. The program is being rolled up year by year and will serve students in 34 classrooms from preschool through fourth grade in the fall.

In Eagle County, Martinez said parents have shown such a strong demand for biliteracy that most elementary schools are now dual language schools providing instruction to all students in English for half of the school day and in Spanish for the other half.

Both districts are also increasing the offerings of language classes in middle and high school. The options are important for students who are native English speakers so they too can become bilingual and access the seal. For students whose primary language is not English, the classes can help ensure they don’t lose their primary language as they learn English.

Of Eagle’s 25 students who graduated with a seal of biliteracy this year, 17 were native Spanish speakers and eight were native English speakers.

“We want all kids to see their bilingualism is an asset,” Martinez said. “It’s huge for them.”