walkout

Students turn backs on PEP members before co-location vote

Tilden Campus high school students walk out of a PEP meeting, protesting plans to co-locate an elementary school.
PHOTO: Monica Disare
Tilden Campus high school students walk out of a PEP meeting, protesting plans to co-locate an elementary school.

Compared to last week’s marathon meeting where the Panel on Education Policy voted to close 22 schools, Wednesday night’s hearing was significantly shorter (four instead of nearly eight hours). But it still featured a slew of controversial proposals to change schools.

It also featured a brief dust-up over the two newest members of the panel who have ties to charter schools. After raising questions about the discipline model at Success Academy Charter Schools, panel member Patrick Sullivan said, “I know we have an attorney for the network joining us.” Sullivan, who was appointed by the Manhattan borough president, frequently votes against the mayor’s proposals.

“I’m not on this panel to represented Success or because I’ve done pro-bono legal work for Success,” said the attorney, David Brown. Brown recused himself from a vote about a proposal to co-locate a Success Academy middle school with four district schools in Harlem. The proposal passed.

Two other co-location proposals drew most of the crowd in the ornate auditorium at Brooklyn Technical High School.

One was a proposal to open an elementary charter school, the New American Academy Charter School, on the Tilden campus in Brooklyn, where three high schools are currently located. Students, teachers, and parents protested the plan to panel members before staging a walkout an hour and a half into the meeting.

Dorothy Stanislaw, a senior at Kurt Hahn Expeditionary Learning School, one of the high schools on the Tilden Campus, told the panel that less space for her school could lead to less one-on-one attention for students. “I’m going to college. I’m already on that path,” she said. “Don’t put my friends’ educations at risk.”

During the panel discussion after public comment, Department of Education Deputy Chancellor Marc Sternberg said the campus would be at “maximum 70 percent capacity” with a new elementary school. He also said housing an elementary school with high schools was an arrangement the city had implemented successfully in other locations.

Several parents and PEP members raised questions about whether having elementary schoolers, who do not have to walk through metal detectors before entering the building, would harm efforts to keep guns out of the high schools on campus.

Monique Waterman, a spokeswoman for City Councilman Jumaane Williams, said the councilman “will take this to the streets and to the courts.” Eric Waterman, Kurt Hahn’s parent coordinator, said Tilden Campus parents and students plan to sue the Department of Education for not giving notice about the co-location plans in languages other than English, for compromising student safety, and for reallocating space currently used to educate students with special needs. Advocates for Justice, a law firm that has filed suit against several other co-location plans, will file the suit by March 30, Waterman said.

After Tilden students walked out, debate turned to a proposal to co-locate a new charter school, East Harlem Scholars Academy Charter School II, on a campus where an existing school, Central Park East I, was denied space to expand into a middle school.

“This is a familiar story,” Sullivan said after public comments. “When space does materialize, it goes to a charter school.”

As usual, all seventeen proposals passed. The panel, which is dominated by mayoral appointees, has never rejected a city proposal.

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.