time and money

City invests in new efforts to help struggling readers, but some say more is needed

PHOTO: Patrick Wall
Ashley Gonzalez with her mother, Brenda Brazell. Ashley, who has dyslexia, now attends a private school in New Jersey after falling far behind in two city schools.

After five years in a Bronx grade school, Ashley Gonzalez’s reading problems only seemed to grow worse.

Frustrated, Ashley’s mother Brenda Brazell transferred her in sixth grade to a Harlem charter school. But Ashely, who has dyslexia, could not keep up with the work at her new school, so Brazell sought out advocates who argued in a city hearing that the public school system had not met Ashley’s special needs.

The judge agreed, and as a result Ashley now is in the seventh grade at a private school in Teaneck, New Jersey, for bright students with learning disabilities. The city pays for her daily journey from the Bronx, her lunch, and the school’s tuition, which will cost $39,999 next year.

“If I wasn’t diligent, if I didn’t beg and plead and literally cry for someone to give me assistance,” Brazell said, “I would have never got the help I needed.”

Under city schools Chancellor Carmen Fariña, who has said she aims to get every student reading at grade level by the second grade, the education department is hoping that fewer struggling readers will have to go to such lengths to get the help they need. In an effort launched in December, speech therapists have been asked to assist young students with their basic reading skills, and the department is planning a new partnership with Manhattanville College to train teachers how to help dyslexic students.

Still, advocates have pointed out that funding for the training initiative — $3.2 million over five years — amounts to about $3 per year for each of the city’s more than 186,000 special-needs students, many of whom struggle with reading. In contrast, the city spent more than $222 million last year on private-school tuition in cases like Ashley’s, where judges found that public schools had not met students’ needs, according to a City Council analysis.

Meanwhile, as Ashley’s experience shows, effective interventions for students with serious reading problems are costly: Schools must either hire reading specialists or pay for teachers to take high-priced and lengthy training courses.

“It all boils down,” said Lori Podvesker, a program manager at the advocacy group Resources for Children with Special Needs, “to time and money.”

When reading goes wrong

PHOTO: Patrick Wall
Theresa Perry with her daughter, Ayanna. Perry paid for private tutoring for her daughter, who has dyslexia, and eventually moved her from a public to a private school.

It is unclear exactly how many city students have serious reading problems. The city does not track the number of students with dyslexia, a learning disorder that involves difficulty reading, since federal education law does not classify that as a separate disability. However, experts estimate that between 5 and 17 percent of school-age children nationwide have dyslexia, and an influential 2004 report said that 70 percent of older students require reading remediation.

When city students experience reading challenges, they often do not get all the help they need — often despite schools’ best efforts. Experts and educators cite many reasons: teachers who lack expertise in reading disorders, crowded classrooms where students may have a range of special needs, and tight school budgets that prohibit intensive interventions.

Ayanna Perry, who has dyslexia and attention deficit hyperactivity disorder, attended Baychester Academy in the Bronx for several years. Ayanna, 11, soon fell far behind in reading: She mixed up letters, had trouble sounding out words, and failed the state English exams.

Her personal education plan called for a full-time special education class, but the public grade school did not offer any, so she was placed in a class alongside students without disabilities but given extra help for parts of the day, according to her mother, Theresa Perry. (The school’s principal, Cristine Vaughan, did not respond to requests for comment, but it is not uncommon for schools to provide special-needs students with different supports than those mandated by their personal learning plans based what is available at the school.)

The school also tried a remedial reading program called the Wilson Reading System, but only offered it twice a week for thirty minutes, Perry said, even though the education department has said the lessons should be given five days a week for at least 45 minutes. Perry eventually paid for private tutoring at a cost of $119 per hour. This year, she enrolled Ayanna in a private school in Queens, whose tuition Perry is hoping the city will cover.

“All those years, they did what they could,” Perry said about the public school system, “but not what was needed.”

How to help struggling readers

PHOTO: Patrick Wall
Two approaches to help struggling readers are to hire specialists or to train classroom teachers to use intervention programs. Both approaches are expensive and can have drawbacks.

The first way to deal with struggling readers is to catch them before they fall, experts say, providing strong early-years reading instruction and assessing students often to spot any learning gaps.

When students start to show signs of significant reading difficulties — they struggle to make sense of individual words and whole texts — then experts say they need frequent, specialized help with their basic reading skills. But that demands highly trained teachers and well-structured programs.

“For kids who need extra help, you can’t just leave it to the teachers to figure out,” said Maggie Moroff, special education policy coordinator at Advocates for Children, the nonprofit that represented Ashley’s mother, Brenda Brazell, in the administrative hearing. Moroff is working on a study of effective literacy interventions in city schools. “If there’s anything consistent I’ve seen in all the programs that work, it’s very, very directed and focused — it’s not haphazard at all.”

One way to run such programs is to hire reading specialists who coordinate the school’s reading interventions and work directly with students. But several observers said fewer schools hire such specialists today than in the past, perhaps because of budget limitations.

“A lot of those positions have been reassigned so that schools don’t have a sufficient number of trained reading specialists,” said Professor Dolores Perin, who coordinates a reading specialist advanced-degree program at Teachers College, Columbia University. She said the program’s graduates often fail to find jobs in city schools because many principals choose instead to have classroom teachers take on that role.

Such teachers are “doing their best,” she said, “but they don’t have the preparation.”

Another approach is to pay for classroom teachers to receive specialized training in programs like Wilson, the approach tried at Ayanna’s former school. Wilson is a multi-year remedial program for students who struggle with basic reading skills.

But such programs require big investments. For instance, a typical Wilson certification course costs $4,000 and includes 90 hours of online learning, 60 in-person sessions, and classroom coaching. Once teachers are trained, the schools must keep their class sizes small: Daily Wilson lessons are meant to include no more than 12 students, and only six if they have learning disabilities.

Meanwhile, schools run the risk of losing their investments. The previous administration trained thousands of teachers in Wilson, but many eventually took their skills to higher-paying districts. And at high-needs schools that often have an outsize number of struggling readers, turnover is a perennial problem.

Lori Wheal, a sixth-grade English teacher at I.S. 131 in the Bronx, said she tries to work with small groups of struggling readers during class while other students read independently. In the past, the school had two Wilson-trained specialists who would have targeted such students.

“Now neither of them are here,” Wheal said. “So we don’t do that anymore.”

A promising literacy initiative for middle schools

PHOTO: Patrick Wall
J.H.S. 144 reading intervention teacher Katie Ivers (left) with Ellen Barrett-Kelly, the school’s new principal. The school paid for Ivers to be trained in two intensive reading remediation programs.

As costly and complicated as it can be to catch up struggling readers, schools like J.H.S. 144 in the Bronx show how it is possible when schools get the resources and support they need.

Soon after taking over the floundering school in 2011, then-Principal Jeremy Kabinoff joined the Middle School Quality Initiative, or MSQI. With more than 80 schools today, the city’s four-year-old effort to boost low-performing middle schools by focusing on literacy is likely the largest such program in the country.

At J.H.S. 144, the program quickly took root. Teachers periodically assessed students’ reading levels, ran highly structured reading-strategy and vocabulary courses during 90-minute literacy blocks, and sent the lowest readers to newly trained specialists. To do all that, the school received nearly $500,000 over three years, which funded teacher training and coaching, classroom libraries, computers, and licences for online reading programs.

Katie Ivers, a former math teacher who was licensed to teach English, was trained in Wilson and a similar program, Just Words. Since September, the struggling readers in her intervention classes have already improved an average of 6.33 points on a reading assessment used by MSQI schools. Nationwide, the typical growth for an entire year is 3 to 4 points.

“I believe in it,” Ivers said about the school’s reading approach, “and it works.”

Budding programs target struggling readers

The education department is currently reviewing MSQI to determine its effectiveness and whether it should be expanded, an agency spokesman said.

In addition to that, the city started the initiative in December where speech therapists spend three periods each week collaborating with kindergarten and first-grade teachers to help students with basic reading and speaking skills, according to officials. The effort, which was expanded in February, now includes 148 schools. (The city has not yet released details about the new teacher-training program centered on dyslexia, and Manhattanville College declined to discuss the partnership before it is finalized.)

The city has also hosted more than 100 literacy trainings for educators this year, including workshops on the Wilson program, and principals will be able to request extra help for their reading programs from new borough-based support centers that will open this summer, said spokesman Harry Hartfield. Those various efforts reflect Chancellor Fariña’s commitment to struggling readers, he added.

“By stressing rigorous teaching and vocabulary development,” Hartfield said in a statement, “the chancellor will continue to work tirelessly to ensure that every student is able to read at or above grade level.”

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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.