Regents Pass

Coalition wants the state to let more schools skip the Regents

A sign inside Urban Academy, a New York Performance Standards Consortium school, details the coalition's past struggles to maintain its Regents-exam waivers.
A sign inside Urban Academy, a New York Performance Standards Consortium school, details the coalition’s past struggles to maintain its Regents-exam waivers.

A coalition of small high schools where students complete graduation projects rather than take most Regents exams could soon add several more schools to its ranks – if the state lets those schools skip the tests.

The New York Performance Standards Consortium is in talks with the state to get Regents-exam waivers for as many as 22 schools that follow the group’s instructional model and use alternative assessments, but currently must also administer the Regents tests. The schools, which have been part of a multi-year pilot, include several high schools in the Internationals and Expeditionary Learning networks. Many of them have staff members who worked at consortium schools in the past.

The consortium currently includes 28 public schools — 26 in New York City and one each in Rochester and Ithaca — where students are exempt from taking all Regents exams except for English. Instead, they must earn class credits and complete intensive projects to graduate.

The group and its supporters – which include the city teachers union and more recently the city Department of Education – have lobbied the state to let more schools trade the Regents tests for the long-term projects, citing data showing higher-than-average graduation and college-enrollment rates among consortium schools.

“I think it’s a disgrace that these schools have to apply for a waiver to do more work and prepare children better,” said United Federation of Teachers President Michael Mulgrew, adding that obtaining the state waivers is rarely easy. “We know every time we do it it’s a political battle.”

Regents Chancellor Merryl Tisch declined to discuss the consortium or the waivers due to the ongoing talks. Ann Cook, the consortium’s executive director, also declined to discuss the talks but said she expected an answer from the state soon.

The consortium must ask the State Education Department to renew the test waivers for the schools that have them every few years, which the Board of Regents must approve. In the past, the consortium has sometimes needed to lobby lawmakers to get the waivers renewed, but Commissioner John King most recently granted the schools a three-year waiver extension in July.

The current negotiations are around whether the consortium can add new members, something that could be politically tricky for King to allow at a time when the state’s emphasis on standardized testing has come under fire. Some of the pilot schools have followed the consortium’s alternative-assessment model for years in hopes of getting their own waivers to stop administering Regents exams.

Students seeking diplomas at consortium schools skip the math, science, and social studies Regents tests. Instead, they complete a literary essay (in addition to taking the English Regents exam), social-studies research paper, applied-math project and science experiment, which they must defend before panels of teachers and outside observers. A student at the Institute for Collaborative Education, for instance, conducted a neurobiology experiment and wrote a 15-page paper comparing the writing of Ralph Ellison and Albert Camus for his assessment projects one year.

The city Department of Education gave the consortium funding a few years ago to train the pilot schools in its methods. Since then, it has pushed the state to offer those schools Regents waivers.

“We think this is very strong work that should be expanded,” said Shael Polakow-Suransky, the department’s chief academic officer. The school where Polakow-Suransky was the founding principal, Bronx International High School, is one of the consortium pilot schools.

Khadim Seck, a senior at Urban Academy, shows off artwork by a Japanese artist he analyzed for an art-criticism assessment project.
Khadim Seck, a senior at Urban Academy, shows off artwork by a Japanese artist he analyzed for an art-criticism assessment project.

The waiver wait has strained some schools. Jamie Munkatchy, a science teacher at Validus Preparatory Academy, a consortium pilot school in the Bronx, said that for the past six years she and her colleagues have attended consortium trainings, helped evaluate other schools’ graduation projects, and guided their own students to complete similar projects.

But still, their students must take and pass all five Regents exams required for graduation.

“You get tired of the consortium telling you waivers are going to come, but they never come,” Munkatchy said. “They would just say, ‘Be patient, it’s going to happen.'”

The situation changed recently for Validus. When consortium officials held a vote at the school to check for support of the alternative-assessment model, less than 80 percent of the staff voted for it. Now the consortium does not plan to seek a waiver for the school.

The consortium says it would like to secure waivers for all of the pilot schools that have participated in the trainings and where the entire staff backs the consortium model.

But some current and former pilot-school staffers have complained about a lack of transparency in the waiver process, where the consortium leaders lobby state education officials in private for the test exemptions on the schools’ behalf. Cook declined to provide GothamSchools a list of the pilot schools.

The consortium says it has asked the state to develop a more formal process for granting the waivers.

In the meantime, some pilot schools have struggled to balance the consortium-style project work with preparing students for the Regents.

“It’s kind of like dancing with two partners,” said Matt Brown, principal of Kurt Hahn High School, a pilot school that is part of the Expeditionary Learning network. “We feel like we would do a better job for our kids if we could focus on the performance-based assessments.”

Claire Sylvan, executive director of the Internationals Network for Public Schools, said of the network’s 15 New York City high schools, three are founding members of the consortium and the rest are consortium pilot schools.

“We do find that we can’t go as in depth in our performance tasks and portfolios in our schools that are required to do Regents as we can in our other schools,” Sylvan said, adding that she has not been informed if or when the pilot schools might receive waivers.

Leo Casey, executive director of the Albert Shanker Institute, who previously worked closely with the consortium schools when he was the UFT’s vice-president, said he did not expect any schools to adopt the consortium model simply as a way to sidestep the state tests.

“It shouldn’t be seen as an opt-out,” he said. “It’s taking on a great deal more work.”

Khadim Seck, a senior at Urban Academy, cited an art-criticism project where he analyzed the work of the Japanese artist Yoshitomo Nara — he creates “pictures that look cute, but there’s something dark lurking” — as an assessment that spurred learning in a way a typical test could not.

“Students are more than just a grade,” he said. “They’re actual thinkers.”

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.