Big Apple

New York City is honoring 17 exceptional teachers. Here’s who they are.

PHOTO: New York City Department of Education
Schools Chancellor Richard Carranza presents a Big Apple Award.

New York City has named 17 teachers winners of Big Apple Awards, a competitive prize that rewards “exceptional success” in instruction, impact on student learning, and overall contributions to school communities.

The winners were culled from a pool of more than 6,500 nominees.

The winners include a special education teacher who had her students’ artwork exhibited at MoMA, a dual language teacher who wrote her own Chinese literacy curriculum, and an early education teacher who uses an app to communicate with parents.

Each was surprised by education department officials who presented the award in their classrooms.

“I learned guitar in elementary school from my teacher Mr. Valenzuela who empowered me, taught me the value of rehearsal and poise, and believed I could do anything I set my mind to,” Chancellor Richard Carranza said in a statement. “The Big Apple Award winners exemplify this love of teaching, and I could not be prouder of the 17 recipients selected this year and all of our teachers who bring out the best in our children every single day.”

Here are the winners:

Nina Berman (Early Childhood Education Teacher, LYFE Program at Pathways to Graduation Downtown Brooklyn, Brooklyn)

Nina Berman began teaching as a paraprofessional in the LYFE program when she was 18 years old. Realizing that she “needed to find innovative ways to connect and engage families,” Ms. Berman employed a new online app that allowed her to interact with parents on a daily basis in order to strengthen the connection between home and school, which has now been adopted in all LYFE classrooms.  

Nicole Chu (Middle School English Language Arts Teacher, The Computer School, Manhattan)

Nicole Chu empowers her students by expanding their learning beyond the limits of their classroom. Three years ago, she took the initiative to start an “all school meeting” where a rotating group of 8th grade leaders and faculty facilitators meet monthly to discuss important issues that students wanted to address. Ms. Chu explains: “I only hope the lasting message is as loud and clear as it was for me: your voice matters. Together with your peers, you make a difference in your community.”

Damen Davis (6th Grade English and Language Arts Teacher, I.S. X303 Leadership & Community Service, Bronx)

To overcome challenges his students faced outside of the classroom and at home, Damen Davis began reaching out to school support staff, contacted his students’ former elementary school teachers, and their out-of-school coaches, and when appropriate, met with parents. His students began to see him everywhere and they saw the investment and belief he had in them. Trust began to build which in turn led to students taking academic risks, and their efforts were met with significant growth and increased academic successes.

Sandra Fajgier (Pre-Kindergarten Teacher, Pre-K Center at Bishop Ford, Brooklyn)

Sandy Fajgier exemplifies best-teaching practices in early childhood instruction. Her classroom is a model for other pre-kindergarten programs because of the carefully curated materials used to spark the minds and imaginations of her students. As one parent shared: “She is an extremely talented, dedicated teacher with an inspiring classroom that is always fresh with new inquiries and activities.”

Marisol FitzMaurice (1st Grade Teacher, Concourse Village Elementary School, Bronx)

Marisol FitzMaurice began teaching 15 years ago because she wanted to change the lives of the young students in the Bronx community where she grew up. “I believe that my compassion for young children and enthusiasm for learning creates an attitude that influences my students to want to learn and become critical thinkers.” By involving students in all facets of the learning process, Ms. FitzMaurice gives students the foundation to take responsibility for their academic successes at an early age.

Stephanie Flete (4th Grade Mathematics Teacher, Urban Scholars Community School, Bronx)

Working as a Model Teacher at her school, Stephanie Flete works to find innovative ways to provide high-quality instruction for her students and to share her best practices with her school community. After one of her students faced a mental health crisis, Ms. Flete began developing social-emotional supports given the high incidence of trauma and emotional issues confronting her students. “No matter how strong your classroom management is or how positive a classroom culture is, there is always room for growth and support,” said Ms. Flete.

Mauricio Gonzalez (Science/Career and Technical Education: Marine Biology Teacher, Urban Assembly New York Harbor School, Manhattan)

Under Mauricio Gonzalez’s direction students are given relevant, real world environmental problems to solve independently and are taught to ask probing questions and research before making decisions. This hands on learning approach is especially engaging as students gain independence and confidence. As a result, Mr. Gonzalez’s students include a winner of the Gates Millennium Scholarship for their work on restoring eel grass to the New York Harbor and multiple research grant recipients.

Michelle Jennings (Middle School Science Teacher, Brooklyn Science and Engineering Academy, Brooklyn)

As a first generation Haitian-American, Michelle Jennings understands the doors that a good education can open for her students. Her current student population and community are of Caribbean and African-American descent, some of whom are the first in their families to go to school in America. She serves as a mentor teacher, has been selected to be an Urban Advantage Lead Teacher and was recently selected as one of five teachers to win the 2017 “Excellence In Education Award” presented at UN Headquarters during the annual CTAUN conference.

Gregg Kwarta (5th Grade Teacher, P.S. 232 The Lindenwood School, Queens)

“A teacher’s true success is not measured by how children grow in the classroom but by how you affect their growth outside the classroom and their values and actions,” Gregg Kwarta explained. That philosophy guides his teaching practices and his dedication to his students. To further connect and empower families, Mr. Kwarta sends welcome postcards to families and monthly newsletters to highlight each student in the class.

Jae Lee (High School Korean Language Teacher, Bayside High School, Queens)

Jae Lee dedicates himself to the celebration of the Korean culture. He has established multiple partnerships with groups like the Korean Consulate and the Korean Education Center, while also creating the Bayside Lunar New York celebration. Mr. Lee also connects his students to experiential learning opportunities through his role as a Work Based Learning Coordinator.

Michelle Lee (5th Grade Dual Language Teacher, P.S. 163 Flushing Heights, Queens)

A dual language teacher for 11 years, Michelle Lee is a senior mentor for new teachers. She wrote her own Chinese dual language literacy curriculum with the DOE’s Office of Periodic Assessment, and started a spelling bee contest for P.S. 163 in Queens where students were encouraged and inspired to take on challenges to expand their vocabulary.

Amie Robinson (Special Education Visual Arts Teacher, P.S. K077, Brooklyn)

Amie Robison’s visual arts instruction gives students with diverse learning and communication needs a way to express themselves. Ms. Robinson’s students have had their artwork exhibited at the Metropolitan Museum of Art, MoMA, Brooklyn and Queens art museums, Brooklyn Public Library, and the Kennedy Center in Washington, DC.

Mike Rosario (7th and 8th Grade Physical Education Teacher, P.S. 279 Captain Manuel Rivera, Jr., Bronx)

Mike Rosario’s dedication goes beyond the gymnasium and is evident in his commitment to the wellness of his students. Mr. Rosario said that recently he met a mother “who was crying tears of joy because her child was no longer diagnosed as pre-diabetic. She attributed this directly to my class and my work with the student in the fitness club that I lead before and after school.”

Raya Sam (6th Grade Mathematics ICT teacher, Hamilton Grange Middle School, Manhattan)

Raya Sam came to the U.S. in the first grade as a refugee from Cambodia, and her experience with a caring teacher who helped her adjust to her new home inspired her to become a teacher. In addition to teaching and facilitating IEP meetings across the school, Ms. Sam founded and coaches the school’s cheerleading team, and edits their annual yearbook and school newspaper.

Ryuma Tanaka (English as a Second Language Teacher, I.S. 145 Joseph Pulitzer, Queens)

As the son of an immigrant single mother, Ryuma Tanaka relates his own experience of being bilingual and bicultural with those of his immigrant students, many of whom are new to the United States. Mr. Tanaka works to empower his students while appreciating the experiences that may affect them socially, emotionally and academically, because “when students feel that their teacher cares about their culture and language, then a trusting relationship can be built with them,” he said.

Alberto Toro (Middle School Instrumental Music Teacher, I.S. 007 Elias Bernstein, Staten Island)

Alberto Toro knows the power music education has in shaping his students’ love of the art form and the positive impact it can have on students’ overall learning. As a student, Mr. Toro says his high school band director taught him about culture, history, integrity and character. He’s now teaching those same lessons to his students, whose sense of partnership, confidence and soulfulness increase throughout the year—skills they incorporate into their everyday lives.

Ashley Wilson (Kindergarten Teacher, Success Academy Charter School—Harlem 3, Manhattan)

No moment is wasted in Ashley Wilson’s classroom. In the morning meeting, students share about themselves and their lives to help create a supportive community. Ms. Wilson takes opportunities to model positive behaviors such as how to respond when someone is struggling. “By showing my students that I care about who they are inside and outside of the classroom, I am able to develop the trust necessary for students to take academic risks,” she said.

Follow the ratings

Illinois education officials laud their school ratings — but critics say they don’t go far enough

Illinois rolled out its new school accountability system in the Illinois Report Card late last month.

State education officials publicly lauded their new school rating system Friday, even as a new, nationwide analysis of school improvement plans criticized Illinois’ approach as too hands-off.  

While the state developed a clear rating system as the federal government requires, Illinois falls short in follow-through, according to the report from the Collaborative for Student Success, a non-profit advocacy group, and HCM Strategies, a policy analysis group.  

“The state is taking too limited a role in leading or supporting school improvement efforts,” said the report, which examined how 17 states are implementing school improvement plans under the federal Every Student Succeeds Act, which was passed in 2015 and replaced the No Child Left Behind Act.

Both those federal laws task states with identifying and helping improve underperforming schools and with creating criteria to judge which schools are doing well. Illinois rolled out its new school accountability system in the Illinois Report Card late last month.

State officials disagree with the criticism.

“Illinois is being held up as a model for other states to follow,” said Ralph Grimm, chief education officer of Illinois, speaking at the monthly state board of education meeting on Friday. “The entire (state) team has to be commended for providing useful information.”

Illinois’ rating system places every public school in the state into one of four categories based in part on scores on the annual PARCC standardized tests (click here to see how Chicago schools ranked).

Only about a third of Illinois students scored proficient or higher on PARCC tests administered last spring. In reading, 37 percent of students in grades 3 through 8 met that benchmark, while in math 31 percent did. Despite that, the state awarded 80 percent of its schools a “commendable” or “exemplary” rating. 

The state labeled 20 percent of schools “underperforming” or “low performing,” the only designations that could trigger state action. Intervention measures include improvement plans, visits from specialists, and additional funding.

The state released its ratings just days after Chicago released its own batch of school ratings, which take into account a different set of metrics and a different standardized test.

Grimm said the next step will be asking the state’s lowest-performing schools to draft improvement plans and then connecting them with experts to implement their changes.

The state ratings pay particular attention to how schools educate certain groups of students — such as children of color and English language learners. Improvement plans will focus on ways to raise their achievement levels.

Under the latest state rankings, nearly half of Chicago schools failed to meet the state’s threshold for performance, with a disproportionate number of high schools on the low-performance list. Nearly all of under- and low-performing Chicago high schools are on the South Side and sit in or border on the city’s poorest census tracts.

The state could grant underperforming schools $15,000, and  the lowest performers can apply for $100,000 under its IL-Empower program — which helped schools improve by funneling federal funds to them. Advocates have welcomed the change to a carrot to help schools pull themselves up, after years of sticks that overhauled and cut funding for low-performing schools.

Nationally, the Collaborative for Student Success report applauded Colorado for its streamlined application system, and Nevada for asking districts to directly address equity.

The collaborative criticized Illinois for failing to involve parents and community members in its plan. The group also said the state needs to give districts more guidance on putting together school improvement plans. 

carry on

These 16 Denver charter schools won renewal from the school board

PHOTO: AAron Ontiveroz/The Denver Post
Sebastian Cruz waves to Rev. Leon Kelly as he works with children in a classroom during his after-school program at Wyatt Academy in September 2018.

The Denver school board on Thursday night unanimously renewed agreements with 16 of the district’s charter schools. The lengths of those renewals, however, varied from one year to five years — and signaled the board’s confidence in the schools to deliver a quality education.

The board also accepted Roots Elementary’s decision to close and surrender its charter at the end of this school year. The Park Hill school is facing low enrollment and high costs.

Denver Public Schools is a charter-friendly school district that has for years shared tax revenue and school buildings with its 60 publicly funded, independently operated charter schools. The schools are controversial, though, with opponents viewing them as privatizing public education.

Every charter school in Denver has an agreement with the district that spells out how long it’s allowed to operate. To continue running after that time period, the charter school must seek renewal. The arrangement is part of the deal for charters: They get the flexibility to operate independently, but they must periodically prove to the district that they’re doing a good job.

The school board relies on one set of recommendations from Denver Public Schools staff and a second set of recommendations from a districtwide parent committee in deciding how long a leash to give each charter school. The district staff and the parents on the committee consider factors such as test scores, school culture, financial viability, and the strength of a school’s leaders when making their recommendations.

They also consider a school’s rating on Denver Public Schools’ color-coded scale based largely on academic factors. The School Performance Framework, or SPF, labels schools either blue, green, yellow, orange, or red. Blue means a school has a distinguished academic record, while red means a school is not meeting the district’s expectations.

The staff recommended the school board renew the charters of all 16 schools that applied. Two other charter schools — DSST: Cole Middle School and Compass Academy — are also up for renewal this year. But because they earned the district’s lowest rating, they must go through a separate process in which they will present a detailed improvement plan. Their renewals will depend on the strength of their plans, which is why they weren’t included in this batch.

The board approved the 16 renewals Thursday without discussion. All of the new terms begin next school year. Here’s the rundown:

STRIVE Prep Federal, a middle school in southwest Denver
Year opened: 2006
School rating: Green
Renewal: Five years

DSST: Green Valley Ranch High School, a high school in far northeast Denver
Year opened: 2011
School rating: Green
Renewal: Five years

Rocky Mountain Prep Creekside, an elementary school in southeast Denver
Year opened: 2012
School rating: Green
Renewal: Five years

DSST: College View High School, a high school in southwest Denver
Year opened: 2015
School rating: Green
Renewal: Three years, with a possible two-year extension

KIPP Northeast Denver Leadership Academy, a high school in far northeast Denver
Year opened: 2015
School rating: Blue
Renewal: Three years, with a possible two-year extension

KIPP Northeast Elementary School, an elementary school in far northeast Denver
Year opened: 2015
School rating: Yellow
Renewal: Two years, with a possible three-year extension

Rocky Mountain Prep Southwest, an elementary school in southwest Denver
Year opened: 2015
School rating: Yellow
Renewal: Two years, with a possible three-year extension

Wyatt Academy, an elementary school in northeast Denver
Year opened: 2003
School rating: Yellow
Renewal: Two years, with a possible two-year extension

KIPP Northeast Denver Middle School, a middle school in far northeast Denver
Year opened: 2011
School rating: Yellow
Renewal: Two years, with a possible two-year extension

Downtown Denver Expeditionary School, an elementary school in central Denver
Year opened: 2013
School rating: Yellow
Renewal: Two years, with a possible two-year extension

Denver Justice High School, an alternative high school for at-risk students in central Denver
Year opened: 2009
School rating: Yellow
Renewal: Two years, with a possible one-year extension

REACH Charter School, an elementary school in central Denver
Year opened: 2015
School rating: Yellow
Renewal: Two years, with a possible one-year extension

Monarch Montessori, an elementary school in far northeast Denver
Year opened: 2012
School rating: Orange
Renewal: One year, with a possible two-year extension

STRIVE Prep SMART, a high school in southwest Denver
Year opened: 2012
School rating: Orange
Renewal: One year, with a possible two-year extension

Academy of Urban Learning, an alternative high school for at-risk students in northwest Denver
Year opened: 2005
School rating: Red
Renewal: One year, with a possible one-year extension

Rise Up Community School, an alternative high school for at-risk students in northeast Denver
Year opened: 2015
School rating: Red
Renewal: One year