Search News & Views
With all of the hoopla that accompanies G&T testing for rising kindergartners every spring, it’s easy to forget that there are opportunities for older elementary school students too. If you have a rising 4th- or 5th-grader who is ready for more of an academic challenge, this Friday, May 22 is the last day to apply for a gifted and talented program for fall 2015.
Unlike applications for the younger grades, the RFP (request for placement) for 4th- and 5th-graders must be made in person at a Family Welcome Center. There is no special test; instead a student’s eligibility is based on three main factors, all weighed equally:
1. The 2015 NYS English language arts and math exam scores
2. 2015 report card grades
3. A form, "Descriptors of Exceptional Characteristics,” filled out by the child’s teacher
After you submit an RFP for your child, the Department of Education will collect all the information including test scores, grades and teacher recommendations and will notify families of their child’s eligibility in late summer. Student’s who qualify will receive an application to submit, along with a list of all G&T programs with seats available for 4th- and 5th-graders.
The Department of Education is churning out the offers. Last Monday, families began receiving their G&T results, and a week later, kindergarten acceptances are in. This year, 67,907 students applied to kindergarten before the Feb. 13 deadline and more than 72 percent received their first choice, compared to 71 percent last year, according to the DOE. Another 12 percent received one of their top three choices. Families applied to up to 20 schools using an online application.
About 10 percent of applicants— 6,838 families—didn’t receive offers to any of the schools listed on their application. Some received offers to their zoned school, the DOE said, even though they didn't list it. In the three districts where there are no zoned schools, and in overcrowded areas where applicants were edged out of their zoned schools, students were offered slots in another district school.
Families must contact the school directly to make an appointment to pre-register by May 6. Pre-registering does not prevent families from receiving an offer at a school where they are waitlisted, applied for a gifted and talented program or entered a charter school lottery. Families will automatically remain on a waitlist for schools they listed higher on their application than the school to which they were matched.
It seems the blocks are stacked in Mayor de Blasio's favor. One day into the pre-k enrollment process, nearly 22,000 families had applied, up from 6,500 in the first day last year. By the end of the first week, some 37,000 families had signed up, according to the Daily News. If the mayor gets his wish, the city will serve 70,000 pre-k students in fall 2015.
Last year, the mayor's fast-paced citywide rollout of more than 53,000 pre-k seats was unprecedented and largely successful, although the timing and logistics were far from headache-free. Some popular schools had far more applicants than seats available, while others remained under-enrolled, and parents had to navigate separate application systems for district schools and early education centers.
Although inconsistencies may persist around the city, this year promises some relief with a (mostly) single application. If you have a child born in 2011, you can apply online, by phone at 718-935-2067 or in person at a family welcome center now through Friday, April 24. You may list up to 12 pre-k programs including district schools and full-day New York City Early Education Centers (NYCEECs). Those interested in charter schools or half-day programs at a NYCEEC, however, should still contact the program directly.
It ain’t over yet. The Department of Education extended the deadline for parents to apply for a seat in their district or citywide Community Education Council through the end of today. After years of voting snafus, difficulty attracting members and claims of CEC ineffectiveness, the DOE power players seem ready to start anew—and they want parents to know it. Jesse Mojica, executive director of the Department of Education’s Division of Family and Community Engagement (FACE) answered several questions via email about the CEC application process and emphasized Chancellor Carmen Fariña’s commitment to give the parent-led councils a stronger voice in education policy. Here's what he had to say.
Q: Which districts are particularly in need of more applicants?
A: Our unprecedented outreach efforts have resulted in at least one applicant for every council seat within a shorter time frame than in previous campaigns. We would like to have at least two candidates for every available seat in every council; we are still short of that goal in Districts 16, 17, 18, 23, 26, 28, 32 and Staten Island High Schools.
Hundreds of children, parents, teachers, and school leaders encircled PS 29 in Cobble Hill, Brooklyn before school this morning. Despite the chilly weather, the school community was fired up against Governor Cuomo’s proposed education reform in New York. Many feel it will harm children, teachers and communities—and I am one of them.
Cuomo aims to take teacher evaluation out of the hands of public school leaders and communities and into the hands of computers and outside evaluators. He proposes having teachers’ evaluations consist of: 50 percent student state test–score growth, 35 percent outside evaluators’ observations, and only 15 percent school leader's assessment. Research indicates that the computer calculation that evaluates teachers based on test-score growth has a high error rate (35 percent), because it cannot account for the many other factors in children’s lives. Its accuracy is almost as random as a coin toss. The most reliable evaluators of teachers are experienced educators within schools, who know the context, curriculum and the stakeholders.
February break is the right time to plan what your children will be doing during the warmer, balmy days of summer. Where to start? Check out our guide to free and low cost programs offered throughout the city. Launched last year, our listings highlight more than 100 free and low-cost programs for children and teens, and include summer and school-year programs in math, science, art, humanities, and academic prep.
To help you get started, here's a sampling of free programs you'll find in our guide:
Zoning, space-sharing, charters—think you have no say? Since 2004, Community Education Councils (CECs) have offered New York City parents a voice in shaping school policies in their districts and addressing community concerns. Today, Schools Chancellor Carmen Fariña urged parents across the city to run for an Education Council seat and take a direct role in the education of their children.
“Education Councils make important contributions to their communities and I want to encourage parents across the city to apply for a seat,” the chancellor said in a Department of Education press release. “We need strong CECs in every district and citywide.”
While few dispute CECs' influence on zoning these days, many of the councils' other roles are advisory and have historically been dependent on how much the mayor and schools chancellor were willing to listen. Laurie Windsor, president of CEC District 20, says things are changing. "It was more difficult with the prior administration," she said. "Parents now are more hopeful than in the past about our place at the table with the DOE."
Like many NYC parents, I was mad at the Common Core math my 1st-grader was bringing home. He is still learning to read Pete the Cat, so damn you, Common Core, why are you giving him word problems?
But after some digging—talking with reading specialists, math specialists, and frankly, doing more math with my son—I realized that word problems help kids think, if they're done right.
“I think all math should be taught in word problems,” Jodi Friedman, assistant principal and math coach at STAR Academy-PS 63, told me when I visited last week. “You have 12 snacks and three kids. How do you share them? Kids can understand that concept even if they're not doing ‘division.’”
At this small school with a large number of low-income families, teachers use drawings, objects, and role play to help kids learn math—even before they can read well.
As the city's top public schools get overcrowded, parents are looking for under-the-radar options that can still offer a quality education.
Many families in Brownstone Brooklyn and other rapidly growing neighborhoods are taking a fresh look at schools that have long struggled with low test scores and few resources in the hopes of transforming them.
"If we're waiting for someone to create more good schools, that's not going to happen," said Stephen Leone, a parent at Cobble Hill's PS 29 who is leading a grassroots movement to improve the nearby School for International Studies.
"We have to do it."
Leone is working with families from PS. 29 and two other well-regarded elementary schools to send an influx of local sixth-graders to International Studies next fall in the hope of boosting the middle and high school's performance and fundraising.
As families across the city are rolling up their sleeves to help remake schools, in ways big and small, here are some tips for parents on how to do it from DNAinfo.com:
1. Get organized.
2. Figure out what your community needs and how to get it.
3. Find a willing principal.
4. Get Involved: Join committees, advocate and fundraise for your school.
5. 5. As a last resort, start your own school.
Read the full article on DNAinfo.com; Five Ways You Can Help Create the School You Want for Your Child.
Don't expect miracles anytime soon, but the new organization of schools announced by schools Chancellor Carmen Fariña on Thursday may spell the beginning of the end to one of parents' most frustrating dilemmas: what to do when you can't get a problem resolved at your school.
Under Mayor Mike Bloomberg's organization of the school system, if your principal couldn't—or wouldn't—fix a problem, you were pretty much out of luck. Principals were "empowered," which means they didn't have supervisors. They only had coaches, called network leaders. If you called the network leader, you'd be told the network works for the principal, not the other way around. If you called your community school district or high school superintendent, you'd be told the superintendent has no authority. If you called your elected official, same story. If you called 311, your complaint would go back to the principal.
So let's say your child wasn't getting special education services, or the playground equipment at your school was dangerous, or the school safety agents were too aggressive with your child. Short of calling the chancellor directly, there wasn't much you could do.