Take, for example, Jon Goldman’s four English classes and 14-student advisory at Beacon High School in Manhattan. Goldman, a Shakespeare maven and fencing aficionado, developed an unusual classroom experiment, which launched with Principal Ruth Lacey’s okay in September.

The theory is simple: A ‘green’ classroom, where all work is accomplished online, on screen, and entirely without paper, thanks to a powerful, portable school computer, a SmartBoard, wireless access, inexpensive flash drives for students to ‘carry’ assignments and projects back and forth, and a staggeringly tech-literate student body (only one of Goldman’s 139 students this year lacked computer access at home; another who had a computer but no internet found ample ‘net resources at school, in libraries and internet cafes, and at the homes of relatives and friends). Books, readings, and other classroom materials are provided on line and via the school’s internet portal; so far, essays, tests, and homework have been assigned and returned electronically.

So far, Goldman’s noted a more interactive, engaged classroom experience. Kids are doing as well or better without paper, he says, even with the challenges of glitch-fixing. And in a note to Insideschools, he added, “I’ve not used a single handout or xeroxed paper, or printed anything out other than college recommendations that had to be submitted in hard copy.” No copies, no printouts, no paper, no waste: It’s hard to imagine, for any parent who’s rummaged through the crumbly recesses of their kid’s backpack searching for a trip-permission slip — or a progress report. From multiple sets of 75-page reading packets to 250-page novels, everything that was on paper in 2007-08 is on the screen in 2008-09. Goldman was assigned a ream of copy paper in September — recently noted as a hot commodity – and estimates he’s used fewer than 100 sheets, largely for college recommendations and, as required by Beacon procedure, for attendance reports.

Goldman’s solution may not work as easily in schools that aren’t as tech-steeped as Beacon, which began its life as an outgrowth of the Computer School, and which serves a predominantly middle-class student body The flash drives cost about $10 — less than a movie ticket and a Coke — with subsidies available for students who need them. Notably, Goldman (whose wife works for Advocates for Children, Insideschools’ parent organization) turned to Teacher’s Choice and to generous parents to fund his proposal, which he estimates has saved “tens of thousands of sheets of paper, and thousands of dollars” since its inception.

It seems probable that, in this vast city, other teachers are taking new angles on using classroom resources. If you know someone who’s saving money, saving trees, saving stress, or saving time by creative classroom strategies, let us know. (With critical mass, the discussion can move to Insideschools’ forums, for ongoing dialog and inspiration.)

On the evening of Thursday, February 12th, members of the NYC Student Union are launching our citywide Student Government Project. This is an evening for students, teachers, and administrators from public schools to come learn about organizing and implementing effective student governments in their schools. It is also a day to begin communication between student governments and between the NYC Student Union and individual governments.

During the meeting, we will collaborate on revising the Student Union’s student government model and help create plans for improving or implementing successful student governments in different types of schools. Participants in schools with successful student governments will share their experiences and give suggestions to students trying to start their own. Students, teachers, and administrators will leave with helpful ideas, plans, tools, and support for the improvement or creation of student governments in their schools.

The meeting will be held at 5:00 p.m. at the UFT Building (50 Broadway between Exchange Street and Morris Street). For directions, check www.nycstudents.org. If you have any questions email Emily, Darien or myself.

Happy Holidays to all!

Thank you, Marni Goltsman and Toni Bruno, Liz Willen and Jennifer Freeman, for your heartfelt prose over these past months.  Your insights have enriched us all - and as 2009 unfurls, we look forward to hearing more of your unique spins on public education in New York City.  (Such a simple phrase!  Such a complicated reality!)

We’ll be blogging on a rather reduced schedule for the next week or so, but will ramp up our reporting once the new year swings into gear.  In the interim, thanks in advance to Lindsey Whitton Christ, who readers will likely hear from while our generous and much-appreciated regulars take a well-earned break.   

With every good wish for the holiday season and beyond, we send you our very best.

The DOE’s “P Schools” (p=pregnancy) were recently phased out, after 40+ years of difficulty.  P schools, created in the 1960s, were designed as safe havens for girls who couldn’t attend their regular schools once their pregnancies became visible.   Intentions were good, but problems were rife:  Unpredictable enrollment (new students arrived any time the decision was made that they should move, and other teens left once they gave birth) and pitifully limited academic progress meant that many girls earned less than a semester’s credit over the year they were expected to attend P school. 

Particularly troubling, on  a micro scale, is the tone of some of the comments that follow Kolodner’s story, showcasing a profoundly callow absence of empathy.   The young mothers giving birth, and their children, deserve better, both from individuals and from the city’s schools.

Regarding MS44, speakers emphasized a desire for diversity: the new school should be general ed, serving students from the entire academic spectrum. In fact, several parents expressed the opinion that education in the district overall might improve if all middle schools in the district took a portion of the lowest performing students.

For most of the meeting DOE officials declined to share their own vision of possible schools to replace PS241 and MS44, but by the end of the night, Office of Family Engagement and Advocacy head Martine Guerrier promised to bring to the next meeting a couple of examples of the kinds of schools that DOE thinks might fit in the community, as a basis for discussion.

I met the mother of a second grader at PS241 who was wondering how to get her daughter the best possible education in the face of a closing school. Who did she have to know? What tricks or special favors could be wrangled on her behalf?

Her daughter got top grades on her tests, the mom told me. Sounds like she would be an asset to any school, I said. You don’t need to ask for favors–let the schools you want her to attend know that you have a great student and your family wants  to be part of their school community.  No need to ask for favors—they should be honored to take her in.

The mom’s face lit up like the Christmas star. “No one ever told me such a positive way of looking at my goals,” she said. With an attitude like that and the will to be her child’s advocate, she was already more than halfway there.

Parents new to the process might also want to have a look at our guide to elementary school enrollment ; there’s a lot to learn, and not just for the tots.