New Directions

For students aged 17 and in eighth grade, a Bronx middle school tries to break through

PHOTO: Patrick Wall
Principal James Waslawski designed New Directions Secondary School for middle school students who are overage and off track.

Longtime teacher and principal James Waslawski watched many students get stuck in middle school.

Maybe they were homeless and drifting in and out of the system, or bad choices — perhaps triggered by trauma at home or in the streets — kept them in trouble and out of class. Maybe they had a disability, or they just couldn’t keep up with the work, so they were held back again and again.

Whatever the cause, he knew of 14 and 15-year-olds stuck in sixth and seventh grade, and eighth-graders older than some seniors in high school. In fact, the city has more than 50,000 middle-school students who are older than their peers, but only enough specialized programs to serve a few hundred of them.

Waslawski’s idea was to create a middle school just for those students who are overage and off track. The result, New Directions Secondary School, opened last year on the basement floor of the towering Taft High School building in the South Bronx.

It is for students, Waslawski said, like the 15-year-old seventh-grade student with severe attention problems who used to stray out of class but is steadily completing more work under the school’s close supervision.

“He’s a genius – a genius,” Waslawski said. Yet, “at other schools, he’s going to be managed, he’s going to be suspended, he’s going to be gone.”

Not unexpectedly, New Directions has at times tottered under the weight of its mission: Behavior problems have cropped up, last year’s test scores were exceptionally low, and some of its founding teachers expressed doubts. But students accustomed to rocky relationships with their past schools, including one who hadn’t attended classes anywhere for three years, have actually started to show up regularly to New Directions, relying as much on the personal support as the academic help.

Students and staff say the school’s model — small classes, lots of counselors, online learning, and a less punitive discipline system — is starting to take hold, even if it has yet to fully take off.

“They’re trying to work with a population that is probably the most difficult in New York,” said Nate Dudley, the head of the support network responsible for the school. “We knew that this was going to be tough – and it is tough – but it’s still hopeful.”

Meeting students where they are

School-wide "agreements" posted in the main office.
PHOTO: Patrick Wall
School-wide “agreements” posted in the main office.

When Waslawski opened New Directions in July 2013 after a year of planning, it was one of the first schools of its kind in the city.

While there are dozens of programs able to serve thousands of high-school students who fall behind, fewer than 450 slots exist in programs for overage middle school students, according to a recent report by the nonprofit Advocates for Children. Many of those middle-school programs are designed primarily for eighth-graders or students with particular problems, such as substance abuse.

Borrowing a practice from alternative high schools, Waslawski brought in a nonprofit, Wediko Children’s Services, to provide counselors and run student-support sessions on topics from marijuana use to the way students must “code switch” as they adapt their behavior to school or work.

Sometimes the school must go to the students. Waslawski and a counselor recently gathered several service providers and case workers for a meeting at a student’s house. Other times, they attend students’ court appearances. The idea is that crises at home rarely stay there.

“If you’re in temporary housing and you’ve been up all night,” said Paul Allison, an English and social studies teacher, “it’s hard to concentrate on your work.”

When students act up, the school tries to avoid suspending them, since many went off course at their old schools because their misbehavior kept them out of class. Instead, a student might help paint the school on a Saturday or interview peers and teachers about the harm his actions caused. A student who intentionally bumped into Waslawski was still suspended, but he also had to help serve lunch to his peers and create safety posters when he returned.

Another of New Direction’s central challenges is simply to get students to show up. Their average attendance rate at previous schools was 63 percent. New Directions has boosted that by about 10 percentage points, but the staff’s twice-weekly attendance meetings, texts and calls to students in the mornings, and attendance-based raffle tickets are designed to increase that number even further.

“This school cares more,” said eighth-grader Keyia, 15, who said she’s used to getting calls at home from faculty. “This school makes sure everybody is on point.”

Unchartered territory

Samuel Bromfield, site director for Wediko Children's Services, which provides counselors and other student supports.
PHOTO: Patrick Wall
Samuel Bromfield, site director for Wediko Children’s Services, which provides counselors and other student supports.

By the time many students reach New Directions, they are in danger of dropping out of school completely.

Most have been held back before and many are far below grade level – one seventh-grade teacher said some of her students entered at a first-grade reading level. This was reflected in the school’s first-year state test results: Just 1 percent of students passed the English tests, and even fewer passed math.

As the school tries to catch students up, it is relying on technology — students do much of their work individually on laptops — and a “mastery-based” approach, where students must demonstrate a skill through tasks and projects before they can advance. The school would like to be able to promote students mid-year who complete their work rapidly, but it is still waiting for approval from the city, Waslawski said.

Next year, Waslawski plans to add the early high school grades, since he is convinced it will take several years to steer his students back onto the route to graduation. Along the way, he hopes the city will consider “fair metrics” to rate his school, since his students are starting from so far behind. (An education department spokesman said the city is still deciding how to evaluate New Directions due to its “particularly unique needs.”)

Beyond the very low test scores, the school also received poor reviews last year from some teachers. Only 38 percent of the faculty who took a city survey said they would recommend New Directions to parents, while 75 percent said that order and discipline are not maintained at the school. Half called Waslawski an effective manager.

Waslawski said the school’s approach to discipline and academics was new and challenging, and noted that three of the school’s original 11 teachers did not return. He said he had brought in new academic coaches to support his teachers, but creating a new school for struggling students is also inherently tough.

“This is the work,” he said. “This is what we signed up for.”

Ashley Grant, a staff attorney at Advocates for Children and the lead author of the report on overage middle-school students, said her 16-year-old client, an eighth-grader at New Directions, has already benefitted from being around classmates her age for “the first time in years.”

“New Directions is really in uncharted territory here,” she said.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”