Process of elimination

Dozens of elementary and middle schools told they might close

J.H.S. 166 in Brooklyn is one of 36 elementary and middle schools that the Department of Education has put on notice because of poor performance.

Three dozen schools that received low grades from the Department of Education on Monday are already getting notice that the city is gravely worried about their performance.

Department of Education officials have identified 36 schools — including 15 middle schools and 25 schools in Brooklyn and the Bronx — for an “early engagement” process that could lead either to closure or another lease on life.

This is the third year that the city, eager to stem some of the public outcry over school closures, has held conversations with low-performing schools before announcing which schools it plans to close. This year’s closures will be the last of the Bloomberg administration.

The potential closure list is nearly twice as long as last year’s, when the city held early engagement meetings at 20 elementary and middle schools and ultimately moved to close 10 of them. It is culled from 217 schools whose progress report scores put them at risk of closure, according to the city’s rules.

This year’s list includes several schools that have already had closure scares. Two schools, M.S. 142 in the Bronx and Brooklyn’s General D. Chappie James Middle School of Science, went through early engagement last year. (Chappie’s sister elementary school is now in the process of closing.) M.S. 142 and another school, J.H.S. 166 in Brooklyn, were also slated to undergo a different closure process called “turnaround” last year until the city was forced to abandon those plans.

The list also includes two charter schools that the city allowed to open, Bronx Community Charter School and Mott Haven Academy Charter School, which serves students in the foster care system. Both of the schools are up for renewal this year.

Department officials compiled the shortlist by looking at schools’ progress report grades, their Quality Reviews, the results of state evaluations, and the efforts they’ve already undertaken to improve.

But in starting early engagement, which includes communication with parent leaders and public meetings at each school, the department hopes to learn why the schools are struggling and whether other efforts could help them, according to Marc Sternberg, the department’s deputy chancellor in charge of school closures.

“These are difficult conversations, but it’s important to have this dialogue and hold our schools to the highest of standards,” Sternberg said in a statement. “We’ll take the feedback that we receive from the school and community into consideration as we explore options to improve performance and support student success.”

Fifteen of the schools are middle schools, signaling where the department could start making room for some of the 25 new middle schools it has vowed to open next year.

The city has vowed to open at least 50 new schools next year, including 25 middle schools.

The schools represent only a small fraction of those with progress report scores low enough to put them on the chopping block. Schools that receive an F, D, or three consecutive C’s or below — this year, 217 schools — can be closed, according to the department’s guidelines.

Seven of the schools landed on the list after drawing three straight C grades from the city. Five of the schools earned B’s two years ago, when many city schools saw their grades plummet because of changes to the way state tests were scored.

A teacher at J.H.S. 166 in Brooklyn, reached before the city announced that the school was on the early engagement list, said she thought she school was improving after a rocky year under the specter of turnaround.

“The students are working towards something this year. It’s a very positive tone,” said the teacher, who asked to remain anonymous because she was not authorized to speak about the school. Principal Maria Ortega, who narrowly avoided losing her job under turnaround, declined to comment.

The teacher did warn that teachers started the year with very little time to plan after many had left for the summer expecting not to return, something the city could hold against the school when assessing its likeliness to improve.

The department has not yet turned its attention toward high schools, whose progress reports will come out later this month.

Officials from both the teachers and principals union decried the early engagement process as being too little, too late for the long-struggling schools.

“We are troubled by the DOE’s statement that it is beginning conversations with these schools now to gain a better understanding of what is happening,” said principals union president Ernest Logan in a statement. “These conversations should have occurred before these schools ever arrived at this point.”

“Tweed’s measurement system depends almost completely on standardized tests, and its ‘engagement’ process does little or nothing to help struggling schools improve,” said UFT President Michael Mulgrew, also in a statement. “Unfortunately, closing schools — rather than fixing them — remains the centerpiece of Mayor Bloomberg’s education strategy.”

The schools undergoing early engagement:

J.H.S. Jackie Robinson, Manhattan
M.S. 45/STARS Prep Academy, Manhattan
P.S. 133 Fred R Moore, Manhattan
P.S. 132 Juan Pablo Duarte, Manhattan
P.S. 154 Jonathan D Hyatt, Bronx
M.S. 203, Bronx
Young Leaders Elementary School, Bronx
Performance School, Bronx
J.H.S. 125 Henry Hudson, Bronx
Bronx Mathematics Preparatory School, Bronx
P.S. 64 Pura Belpre, Bronx
P.S. 132 Garret Morgan, Bronx
P.S. 230 Roland Patterson, Bronx
M.S. 142 John Philip Sousa, Bronx
Globe School for Environmental Research, Bronx
P.S. 6 West Farms, Bronx
P.S. 50, Bronx
The School of Science and Applied Learning, Bronx
P.S. 67 Charles Dorsey, Brooklyn
P.S. 167 The Parkway, Brooklyn
Middle School for Academic and Social Excellence, Brooklyn
J.H.S. 166 George Gershwin, Brooklyn
P.S. 174 Dumont, Brooklyn
P.S. 224 Hale Woodruff, Brooklyn
J.H.S. 291 Roland Hayes, Brooklyn
J.H.S. 302 Rafael Cordero, Brooklyn
I.S. 349 Math, Science, and Technology, Brooklyn
P.S. 73 Thomas Boyland, Brooklyn
P.S. 165 Ida Posner, Brooklyn
General D. Chappie James Middle School of Science, Brooklyn
J.H.S. 8 Richard Grossley, Queens
P.S. 140 Edward Ellington, Queens
I.S. 59 Springfield Gardens, Queens
P.S. 156 Laurelton, Queens
Mott Haven Academy Charter School, Bronx
Bronx Community Charter School, Bronx

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.