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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.
If the Common Core were a person, I think we could be friends. I’d call her CeeCee and take her out for a drink. She needs it. I imagine CeeCee sobbing on my shoulder, saying something like, “I’m just trying to give all our kids a fair shot. Really I am!” Poor CeeCee. She means well and I think she got a lot more right than anyone is willing to admit, but we’re all just having too much fun hating on her.
It’s all the rage to bash Common Core these days. People see the standards, not as a well-meaning mom like I do, but as a thug with a gun in a dark alley shouting, “Make those kids read developmentally inappropriate texts or you’ll be sorry!” A Siena poll cited by Capital New York in mid-January found that 49 percent of New Yorkers statewide think Common Core implementation should be stopped. Not amended, just stopped. I’m left wondering how many of those voters can actually explain what Common Core is.
In New York City, the standards have become a convenient scapegoat for an education system plagued by big problems. Drastic economic inequality, uneven teaching and mass confusion about pretty much any directive handed down by the Department of Education all serve to create a broken education system. Common Core was intended as a long-term, partial solution to schools that vary widely in quality. If all kids are held to the same grade-by-grade expectations, the logic goes, we’ll be five steps closer to making sure all kids who receive a NYC education receive not just a comparable one, but also a great one.
At the teacher's prompting, a kindergartner at PS 251 in Queens tries to define "text evidence" for the rest of the class. "Test ed-i-dence," says the 5-year-old, tripping over the unfamiliar words, "is something when you say the word and show the picture."
"Text evidence"? What's with this incomprehensible jargon in kindergarten?
This fall, I visited over a dozen elementary schools and saw firsthand how hard teachers are working to meet the new Common Core standards for reading. I also saw precious time wasted, as teachers seemed to confuse harder standards with puzzling language.
If you have a child born in 2010, now is the time to be thinking about kindergarten: Applications are due between Jan. 7 and Feb. 13. You may apply online, on the telephone or in person at a Department of Education Family Welcome Center (formerly known as an enrollment office). You'll find out in April where your child has been assigned.
Unlike pre-kindergarten for 4-year-olds, full-day kindergarten is guaranteed—and required—for all children who turn 5 during the calendar year. Children have the right to attend their zoned school (space permitting) and most do, but you may apply to other schools as well. The Kindergarten Connect application, in its second year, allows parents to apply to up to 12 schools and submit the form online. Welcome news for parents who don't speak English: This year applications are available in nine languages and translators are on-hand for those who apply in person, or by calling 718-935-2009 between 8 am and 6 pm.
This year's elementary school directories are also better organized than previous years', neatly broken down by districts, zoned schools and unzoned schools. (Charter schools are listed in the back. They require a separate application and have a different due date: April 1, 2015).
Here are answers to some common questions.
(This article is excerpted from DNAinfo.com.)
When Samantha Ramos walks the hallways of her South Bronx high school, nearly all the faces she sees are Latino or black.
Samantha, 15, is a student at the Bronx Academy of Letters on Morris Avenue, where last year just 2 percent of the 584 students were white or Asian. She has recently been thinking a lot about diversity in the wake of the Ferguson, Mo., shooting of an unarmed black teen by a white police officer, and she believes segregated schools like hers are one root of the problem.
"If you're not exposed to different people — people who don't look like you — it's easy to create assumptions and create stereotypes," said Samantha, a 10th-grader, who is part of a newly formed advocacy group at her school called IntegrateNYC4me.