rapid response

Student injured in New York City terror attack returned to school the following day

PHOTO: Michael Appleton/Mayoral Photo Office
Mayor Bill de Blasio and Governor Andrew Cuomo stand in front of the school bus mangled in Tuesday's attack.

On Tuesday, a man sped a pickup truck down bike lanes in Lower Manhattan, killing eight people and wounding over a dozen others before ramming into a yellow school bus, temporarily trapping two students inside.

On Wednesday, one of those students, a 16-year-old who had suffered minor injuries, insisted on returning to school. He wanted to keep his perfect attendance record.

But there was a problem: “The bus actually didn’t pick him up, thinking he wouldn’t be there,” said schools Chancellor Carmen Fariña, who told the story Thursday at a press conference near the site of the attack. So the boy’s mother called for a car to take him from Brooklyn to his Manhattan school.

“When I spoke to him yesterday,” Fariña continued, “and this is something I’m never going to forget in terms of my experience as chancellor, he said to me: ‘I told myself I’m going to be fine because a lot of people want to help me.’ That’s what New York is all about.”

Fariña added that the other student who was on the bus had gone through surgery but was “on the mend.” Two adults on the bus, including the driver, were expected to recover.

On Thursday, Mayor Bill de Blasio and Fariña applauded the response from a handful of schools in Lower Manhattan to what has been described as the deadliest act of terror in New York City since 9/11. The schools swiftly moved into “shelter in place” mode, a protocol where classes are supposed to continue as scheduled, but staffers seal the entrances and exits.

“I think they handled a very tough situation exceptionally well,” de Blasio said.

Tuesday’s attack ended just as some students from Stuyvesant, one of the city’s elite specialized high schools, were leaving for the day.

Several students said they watched as the accused attacker, 29-year-old Sayfullo Saipov, emerged from his truck holding what were later found to be a paintball gun and a pellet gun, before being shot by a police officer.

“I saw everything,” said Hadi Moukdad, a Stuyvesant freshman.

When the gunshots rang out, Moukdad said it was unclear where they were coming from, so he fled. Other students who had also left for the day ran back to the school only to find themselves locked out. One ducked into a nearby building.

Officials considered closing Stuyvesant the day after the attack, but ultimately decided to keep it open.

“I thought it was important to send the same message that the rest of the city was sending,” de Blasio said, “that we would not be deterred by terrorism, that we would continue our work as normal.” The mayor noted that one Stuyvesant teacher injured in the attack made it to work the following day.

Still, when students arrived Wednesday, many were visibly shaken. Some teachers invited them to reflect on what had happened, while others carried on classes as normal. One group of students wore black in solidarity with those who had been killed.

“It was a really weird atmosphere — no one really knew what to say,” said Ethan Shenker, a freshman who could see the attack unfold from his classroom and later met with one of the trauma counselors the city made available. “I’ve been trying to keep it out of my head.”

As the attack unfolded, Stuyvesant teacher Annie Thomas was in the middle of a class centered on Amy Tan’s book “The Joy Luck Club,” she told the New Yorker. The discussion stretched on for three hours while students waited to be evacuated.

Later, Thomas reflected on what it means for her Muslim students in particular to live through such acts of terror.

“Especially after 9/11, every time I see that something is a terrorist incident, and someone has said ‘Allahu Akhbar,’ I feel a pit in my stomach, because terrorism is the evil opposite of what Islam is,” she told the magazine. “So many of our kids here at Stuyvesant are Muslim, and they fear being tarred with this kind of thing.”

Across Chambers Street, P.S. 89 Principal Veronica Najjar didn’t miss a beat after she received word of the attack, according to the New York Times.

Her students had just been dismissed, so the school’s staff helped pull them back into the building. Najjar, who helped guide her school through the 9/11 attacks, explained that the most important thing is for the adults to stay calm and speak to students truthfully, without divulging too many upsetting details.

“We just make sure that we’re giving kids the facts that are not overly explicit or overly graphic,” she told the Times. “When you stick to the facts with kids, without giving them any embellishment or emotion with it, they are usually very satisfied. They just want to know that you’re being truthful with them.”

During Thursday’s press conference, Fariña said the staff members at all four schools in the vicinity of the attack had responded exactly as she had hoped.

“Teachers stayed until every child was home, until every parent got listened to, until everyone was deemed safe,” she said.

Vision

Lawmakers pledge to ‘put some legs’ to new Colorado education plan

PHOTO: Erica Meltzer/Chalkbeat
Colorado Education Commissioner Katy Anthes stressed that a new education blueprint respects local control, as state Rep. Bob Ranking, Lt. Gov. Donna Lynne, and Gov. John Hickenlooper look on.

With just a few weeks left in office, Gov. John Hickenlooper unveiled an educational blueprint for Colorado that he hopes his successor, governor-elect Jared Polis, will take to heart.

The proposals range from increasing teacher pay and making training opportunities more relevant to the classroom to forging partnerships between business and education. They urge policy makers to build on ideas that have already worked at the school or district level. They also suggest revamping the school finance formula, a challenging task that has eluded lawmakers so far.

The legislators who served on the Education Leadership Council that wrote “The State of Education” praised the final product and promised it wouldn’t languish on a shelf. State Sen. Nancy Todd, an Aurora Democrat and former teacher who will chair the Senate Education Committee, said she was committed to “put some legs on it.”

State Rep. Bob Rankin, a Republican from Carbondale who served as co-chair of the Education Leadership Council with Colorado Education Commissioner Katy Anthes, said that a common refrain during his years in the legislature has been that the state lacks a broad vision for education. That’s made it difficult to move forward on thorny questions.

“The State of Education” provides that vision, Rankin said, and can serve as an “anchor” for lawmakers drafting bills and district leaders looking for new ideas. It’s also a way to show the public how Colorado could be a national leader in education, starting in preschool and continuing all the way through retraining for workers changing careers, he said.

Anthes stressed that the report is not a new set of mandates for school districts and that the plan respects Colorado’s principle of local control.

“We recognize that local context matters,” the report summary reads. ”While the subcommittees came to consensus on the principle and strategies for their components of this plan, we know that not every improvement strategy is right for every community.”

Even as the plan lays out ways to prepare students for the jobs of tomorrow, it also highlights the state’s acute need for many of those students to choose careers in education. Lt. Gov. Donna Lynne, who was heavily involved in the project, noted that the “talent pipeline” for early childhood teachers in particular needs to be larger and that pay and opportunities for advancement will have to increase if more workers are to enter and stay in the profession.

The report calls for higher base compensation for teachers, for financial incentives like loan forgiveness and paid student teaching, and for evaluating and improving the working conditions in “hard-to-staff” schools.

It also calls for maintaining a high bar through teacher licensing and for alternative certification programs — used by many to enter teaching as a second career or after majoring in something other than education — to have equivalent standards.

At the same time, the report said the state should monitor licensure policies that may disproportionately discourage teachers of color as Colorado seeks to have a teacher workforce that looks more like the students it serves.

In contrast to earlier pushes for school improvement that focused on test-based accountability for schools and teachers, this report frequently mentions flexibility, collaboration, support, respect, and empowering educators.

The report calls for schools to provide a greater diversity of learning experiences for students, to be more flexible in where learning occurs, and to pay more attention to the challenges students face outside the classroom. It calls for deeper exploration of the community schools model, which involves greater collaboration between parents and teachers and a wide range of services not just for students but also for parents and younger siblings.  

“The State of Education” was developed by the Educational Leadership Council, a bipartisan group of lawmakers, educators, business and community leaders, and heads of state agencies convened by Hickenlooper in 2017. Members used input from more than 6,000 people who took an online survey about their education priorities, some 500 people who attended more than 70 roundtable discussions, and 100 people who served on four subcommittees.

Lawmakers will be weighing these ideas without a major new revenue source after the failure of the Amendment 73 school tax increase. Polis campaigned on a platform that included funding full-day kindergarten and significantly expanding access to preschool, while some lawmakers have suggested special education needs more attention.

Rankin said the state budget has money for targeted programs — Hickenlooper’s proposed 2019-20 budget already includes $10 million to fund ideas developed by the Education Leadership Council — but he also stressed that districts and local communities don’t need to wait for the state to pursue the ideas in the report.

“There is significant money going into education even after the failure of Amendment 73,” said Rankin, who also serves on the Joint Budget Committee. “There’s always room for new initiatives, whether they happen out in rural Colorado or in Denver Public Schools. I think it’s going to be up the districts themselves within their budgets to take up some of these priorities.”

Members of the incoming Polis administration have been briefed on the plan, and Hickenlooper said he hopes the plan will prove useful. A spokesperson for Polis declined to comment on the report.

Hickenlooper said providing all students with a good education is essential to maintaining Colorado’s strong economy.

“We will not stay No. 1 if we do not invest in our kids,” he said.

Read the full report here.

growing enrollment

Denver Green School is the district’s pick for a new middle school in growing Stapleton

PHOTO: Helen H. Richardson/The Denver Post
Workmen frame the walls in new affordable housing units in Stapleton in August 2018.

To serve a growing number of middle school students in the family-focused northeast Denver neighborhood of Stapleton, district administrators have recommended opening a middle school replicating the popular Denver Green School.

The seven-member Denver school board is set to vote on the recommendation Thursday night. Should the board approve it as expected, a second location of Denver Green School would open next fall on a shared campus north of I-70 in the area of the neighborhood known as Northfield. The campus is already home to Inspire Elementary School.

Enrollment in Stapleton schools is expected to increase as new home construction brings more families to the area. The new middle school would start with sixth grade next year and add a grade each year. The district has requested the school eventually be able to serve as many as 600 students.

A committee of parents, community members, and district employees reviewed applications from three schools interested in filling the district’s need for a new middle school. Committee members said they chose Denver Green School because of its stellar academic track record; its success with serving a diverse student population, including students with disabilities; and the fact that the person who would be its principal is an experienced leader.

Denver Green School is rated “blue,” the highest district rating. The original Denver Green School is a K-8 but the Stapleton school would be solely a middle school.

High Tech Elementary School in Stapleton also applied to fill the need by adding middle school grades. The third applicant was Beacon Network Schools, which already has two middle schools in Denver.

All three applicants are district-run schools, not charter schools. Denver Green School is part of Denver Public Schools’ first “innovation zone.” Being in a zone gives Denver Green School more autonomy over its budget and operations than a regular district-run school has.

The new Denver Green School would be one of six middle schools that families who live in the Stapleton, Northfield, and Park Hill neighborhoods can choose from.

Thursday’s vote will bring to a close a process the district calls the “call for new quality schools.” Instead of simply building and operating new schools, Denver Public Schools puts out a request for proposals, inviting anyone with an idea for a new school to apply. The district then facilitates a competitive selection process. The school that’s chosen gets to open in a district building — a prize in a city where school real estate is at a premium.

In this case, some Stapleton parents were disappointed that the district’s most requested middle school, McAuliffe International, didn’t apply. McAuliffe already has one replication — McAuliffe Manual Middle School — and Principal Kurt Dennis said the timing was not right for another.

“We have several excellent leaders in our pipeline that would love to open a new school, but the timing didn’t work for them in terms of where they are both in their careers and with their families,” Dennis wrote in an email to Chalkbeat. “If opportunities were to open up in the future, we would be interested, but not for the fall of 2019.”