New York

Parents, community leaders come together around 75 Morton St. middle school plan

City Council Speaker Christine Quinn at yesterday's rally.
City Council Speaker Christine Quinn at yesterday's rally.

The atmosphere at the rally for a new middle school at 75 Morton St. yesterday was more like that of a festival than a protest. Supporters arrived on stilts, manned a lemonade and cookie stand, and tied balloons to their wrists as they celebrated the city’s announcement that it would seek to preserve 75 Morton St., a fully handicapped-accessible state-owned building, as a public middle school.

“I’m confident that … very soon, we will be standing outside of this building in a different way, welcoming students,” City Council Speaker Christine Quinn told the crowd of parents, community leaders, and elected officials who assembled on Morton Street in the late-afternoon sun. The building can undergo “renovation, not construction or major reconstruction,” said Deborah Glick, the State Assembly representative from the neighborhood, and open as a fully wired middle school in 2009.

But even though activism in District 2 appears to have been successful at the site of the rally, there is room for improvement elsewhere in the district and throughout the city, speakers emphasized. “It’s not just about 75 Morton,” said Manhattan Borough President Scott Stringer. “It’s about your multi-million dollar capital plan.” The city’s next plan, due to go into effect next summer, must reflect coordination between education and city planning officials, he said.

Supporters of a school at 75 Morton arrived on stilts

“I’m distressed at all the condominiums going up, and I’m wondering where those kids will go to school,” Linda Lusskin, a member of the Greenwich Village Society for Historical Preservation, a co-sponsor of the event, told GothamSchools. Lusskin moved to the neighborhood after raising a family in Livingston, N.J., where, she said, her children sat in classes that “couldn’t have been larger than 21” kids each. Evan Neiden, a 9-year-old PS 41 student who kicked off the event, said he hopes that when he gets to middle school, classes will be small enough for his teachers to give him personal attention.

As we noted last week, District 2 is not the only area of the city where parents are clamoring for new schools; the Daily News gave an update today on plans for a new middle school in DUMBO, Brooklyn. The DOE’s Margie Feinberg told the Daily News that the upcoming capital plan will examine “pockets of overcrowding and pockets of need” in districts throughout the city, so the time is right for communities citywide to lobby for relief from overcrowding. And soon, they may have help: we heard that a District 2 parent is hard at work creating a toolkit for activists seeking to pressure the DOE into creating new schools for their communities.

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.