strength in numbers

City plan to shrink Wadleigh draws vocal and official opposition

Ninth-grader Geronimo Miranda joins sixth-graders Ariyelle Ceasar, Tiane Jackson, Cheyanne Young and Nia Manerville in describing Wadleigh Middle School's positive qualities at a school truncation hearing Jan. 26.

A who’s who of elected officials and Harlem leaders turned out Thursday to defend the Wadleigh Secondary School of Performing Arts against the Department of Education’s plan to close its middle school.

About 200 parents, students, activists, and staff packed the school’s auditorium Thursday evening for a public hearing on the proposal. Just before, officials who included City Councilman Robert Jackson, Manhattan Borough President Scott Stringer, State Sen. Bill Perkins, and Comptroller John Liu all held court in the packed lobby of the Harlem campus. Public Advocate Bill de Blasio and the city’s NAACP chief, Hazel Dukes, also spoke at the hearing.

They said the city was giving up on a neighborhood institution by moving to close Wadleigh’s middle school. Jackson promised to call Mayor Bloomberg and Chancellor Dennis Walcott today to air his opposition to the plan.

Wadleigh’s 440-student high school would remain open under the plan, as would another middle school in the building, Frederick Douglass Academy II, which narrowly escaped closure this year after earning an even lower progress report score than Wadleigh’s middle school. A charter school, Harlem Success Academy I, is set to move its middle school grades into the building, according to a plan the city set last year.

The charter school co-location plan drew quick and fierce fire during the hearing. Perkins, an outspoken critic of charter schools, said Harlem Success had a track record of an “antagonistic relationship” with the local community and should not be given more space.

Department of Education officials said they sought to close Wadleigh’s middle school not to make room for the charter school but simply because keeping it up and running is unsustainable. It has just 94 students and last year earned a D on the progress reports the city uses to judge schools.

“With a school that is performing at this level at this size, is it possible to make it successful?” asked Shael Polakow-Suransky, a deputy chancellor, during the hearing.

In response, shouts of “Yes” emanated from the audience, which frequently interjected through the five-hour-long hearing. At times, they chanted until officials were drowned out.

Anthony Klug, a teacher and the school’s union chapter leader, said the departure of a math coach, guidance counselor, and dean had caused the middle school’s performance dip last year. Restoring those resources would help turn the school around, he said.

He drew cheers when he told the DOE officials listening to the testimony, “Closing a school is not difficult to do. It’s assisting the school that’s difficult.”

Klug told me he believes the middle school’s closure would “significantly negatively impact, if not destroy,” the high school’s arts programs.

“We have eight arts and specialty rooms, and so basically the last two years they were trying to colocate a third school in the building, not recognizing that these arts rooms take more space than schools that don’t offer these programs,” he said. “Dance kids are going to need more than a 500-square-foot room. Shrinking our school is the first step to ending [that program].”

Polakow-Suransky said during the hearing the building had more than enough space for Wadleigh to share space with another school and also maintain its arts programs.

But closing the middle school could take a different toll on Wadleigh’s arts programs, by reducing the number of students prepared to participate in them in high school, people said at the hearing.

The comments developed a theme that supporters of another performing arts school, who included staff from Wadleigh, outlined at its closure hearing earlier this week. Closing arts schools that serve low-income students would cut off a rare option for those students, argued supporters of both Manhattan Theatre Lab High School and Wadleigh. The schools have a close relationship: In 2006 Evelyn Collins left her job as Wadleigh’s assistant principal for the arts to head Manhattan Theatre Lab.

A handful of middle and high school students were the first to speak at the hearing. Standing in a line on the performance stage, the students said the school’s performing arts focus draws neighborhood students like themselves.

“This is a visual arts school that is trying to make the arts better so we can fulfill our dreams,” said sixth-grader Tiane Jackson. “Do you really want to be responsible for crushing dreams?”

Hall, Wadleigh’s principal, did not speak during the hearing. But FDA II’s principal, Osei Owusu-Afriyie, went to bat for Wadleigh.

“We serve the same students, we serve the same community,” he said. “Our school has some of the same struggles that Wadleigh has. We are working tirelessly every day to make it better.”

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.