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If you've got a child entering public school kindergarten in September 2013, you may want to attend one of this month's "Getting Ready for Kindergarten" workshops led by the Department of Education's Office of Early Childhood. The evening workshops will be held in every borough from May 16-30 in public schools and libraries.
The goal is to give parents an introduction to "who's who" in elementary schools, what to expect in kindergarten and how to become involved in your child's school. Childcare will be provided, as will snacks and activities for kids. The DOE will also provide information about local library and summer programs.
All workshops are from 6-8 p.m. See a flier on the DOE's website [pdf] for dates and locations. Call 212-374-0351 for more information.
The kids in Manhattan's richest neighborhoods are even more gifted than we imagined two weeks ago--and poor kids still don't make the grade.
At least that's according to the latest results of the city's Gifted & Talent exam--recalculated after Pearson testing company botched the original grading of the exam.
The new data shows that 40 percent more prospective kindergartners in District 2, which includes the East Side of Manhattan and the West Side south of 59th Street, qualified for citywide gifted programs than they did in April--593 compared to 418. Children must score in the 97th percentile or higher to be considered for a citywide gifted program.
However, there are far more children who qualify than seats: Citywide, 2,771 children made the cut, but there are only about 220 kindergarten seats available in the city's five citywide gifted programs after seats are assigned to qualifying siblings who get first dibs.
The rescoring didn't help many kids in low-income districts. The numbers went ever-so-slightly above the originally reported test scores – just four prospective kindergartners from District 7 in the South Bronx qualified for the citywide program, only two more than Pearson originally reported. In District 23 in the Ocean Hill - Brownsville section of Brooklyn, five qualified, compared to just one two weeks ago.
This year, The DOE adopted a new assessment -- the Naglieri Non-verbal Ability Test -- in an attempt to level the playing field for families who don't have access to tutoring for their four year olds. Children from low-income neighborhoods -- such as D7 and D23 -- are historically under-represented in G&T programs.
In total, 4,700 more children qualified for district or citywide G & T programs than originally reported. Out of the 36,000 kids entering kindergarten through 3rd grade who took the G & T test, 32.4% made the cutoff for either district and citywide programs, according to the DOE’s updated numbers. Children who score in the 90th percentile are eligible for district gifted programs.
Here are detailed break downs of the revised test score results, via the DOE: test scores by district (PDF), test scores compared to last year (PDF), and the district tallies of kids who scored in the 99th percentile (PDF).
As the May 10 deadline for parents to rank gifted and talented applications approaches, one Insideschools message board became a hotbed of anxiety. “Do you know what G&T is supposed to do with kids who get accepted to a G&T school but have IEP's requiring ICT placement?” asked one parent. “My son also has an IEP and is in ICT and is G&T. No place for him....” echoed another. The questions about inclusive gifted classes didn’t stop.
Parents want it, educators applaud it, and the DOE supports the idea—at least in theory. But a year after special education reform, there is still not a single combined G&T/ICT class in the city. No one seems to understand why.
"Twice exceptional” or "2e" kids are cognitively gifted children who also struggle with learning and attention disorders. Many of these students' Individualized Education Programs (IEPs) call for an Integrated Co-Teaching (ICT) class, which has two teachers, one of whom is trained in special education. The special education reform rolled out in all schools last year is meant to allow students to attend their school of choice and still receive needed special services, including these team-taught classes.
"The city is planning to divide the K-8 version of P.S. 85's citywide gifted program between two buildings, including one that is far from the nearest subway stop, upsetting parents who have been pushing for an expansion of the popular STEM Academy, parents said.
During a meeting at P.S. 85 Wednesday night, DOE officials told STEM parents they want to split-site the G&T program into two new schools — co-locating its younger classes at elementary school P.S. 76 and siting the middle school grades at I.S. 126, at 31-51 21st St., both identified by the city as underutilized.
STEM is currently a K-5 program housed at P.S. 85, at 23-70 31st St. in Astoria. The building doesn't have enough space to allow the program to expand through eighth grade, the DOE has said.
In what's become an unfortunate annual occurence for New York City families, more than 2,300 children are waitlisted for kindergarten seats at 105 schools, according to the Education Department. Two of the hardest hit neighborhoods are Sunset Park in District 15 and Corona in District 24 in Queens. In both neighborhoods, the DOE is trying a new strategy to deal with overcrowding: opening “overflow” schools to absorb some of the waitlisted kindergarteners.
One overflow school will open in Sunset Park in the fall with three kindergarten classes. The new school, Sunset Park Avenues, is unzoned and will only accept children who are assigned to the school after landing on waitlists at other area schools.
“A portion of waitlisted students from 15K094 [PS 94] and 15K169 [PS 169] may receive alternate offers” to Sunset Park Avenues, DOE spokesman Devon Puglia confirmed. The families of kindergartners assigned to the school will get letters from the DOE’s Office of Enrollment, he said.
For the first time in four years, fewer than 1,000 incoming kindergartners scored in the 99th percentile on the city's gifted and talented exams, but there are still more than twice as many top-scoring tykes than there are seats in the five most selective citywide programs. Of the 13,559 rising kindergartners who sat for G&T assessments in January and February, just under seven percent -- 921 -- scored in the 99th percentile on the nationally-normed tests.
Despite the introduction of a non-verbal exam meant to increase the number of low-income children who qualify for G&T programs, the gap in performance persists between rich and poor districts.
Scoring between the 97th-99th percentile on the G&T assessments means a child is eligible for a citywide program. But there are fewer than 400 seats for incoming kindergartners. Further decreasing the odds of entry, qualifying siblings of current students get first dibs at those seats.
As the day of my son’s Turning 5 meeting drew closer, a cloud of anxiety hovered over our New York City apartment. I had braced for a fight several months before, when our school-appointed social worker refused to observe Noodle at pre-K because she was “too busy.” Just applying to our zoned school had sapped all my strength. The parent coordinator took ill one week before the DOE deadline and had not left anyone in charge.
Thankfully, by the last hour of the last day for applications, a living breathing human was able to take my paperwork and I signed up Noodle for kindergarten. After an in-person meeting and more emails with the social worker, we seemed on better terms. She agreed to visit Noodle at preschool, and gave me the name of a behavior specialist who turned out to be quite wonderful.
So by the time I braved snowfall in late March to reach our IEP meeting, I wasn’t expecting any surprises. Everyone seemed to be on the same page for next year: an ICT classroom (a mix of gen ed and special needs kids with two teachers, one of whom has a special ed degree) and occupational therapy. I’d already waged a war in my own mind: Will ICT be academically challenging enough for my chess-playing 4-year-old? Will being in a class with other struggling kids give him more opportunities to model bad behavior? But I’d moved past these stereotypes. I’d done my research, spoken to parents of ICT students and talked Noodle’s teachers’ ears off about what was best for him. I was ready for a truce.
If you’re unhappy with your neighborhood school, you may want to enter a lottery for a charter school. The deadline is April 1--so hurry. In most cases you can submit an application online. Get an application on the New York City Charter School Center website, on the individual schools' websites or at the school. (Some charter schools are open this week, even though the public schools are on Spring break.)
But which school? Here are tips for making your choice.
Parents whose children turn four this year may start applying for pre-kindergarten this week. Applications are available online now and the Education Department will host pre-K info sessions in all five boroughs this week, beginning in Queens tonight. Applications are due April 5.
Pre-K programs are housed in public schools or at local child care centers and community organizations, and are either half day (2.5 hours), or full day, (6 hours and 20 minutes.) The state mandates that each pre-k class may have a maximum of 18 students with two teachers.
Applying for pre-K gives parents a first taste of New York City's competitive public school admissions process. Any child who was born in 2009 may apply, but admission is not guaranteed: Last year, 30 percent of the kids who applied for pre-K didn't land seats in DOE programs.
The drama of the city’s school bus strike officially ended more than a week ago—but you wouldn’t know it at my kid’s bus stop.
When the bus drivers’ union called off the strike last week, my sympathy for its members—who had lost nearly a month’s pay and gained almost nothing—was mixed with relief at the prospect of finally getting to work on time. My 6-year-old goes to school three miles and a tricky subway ride from our home in Brooklyn. I have a job in Manhattan. The school bus is the magic that allows those realities to coexist.
My relief was doomed to a short life: We waited at our regular stop that day, but the bus never came. It didn’t show up the next day either, nor the next. When the bus finally did appear at our stop—six days after the strike was over—it had a new driver, who looked to be reading directions off the back of an envelope. He seemed like a nice guy, if a little bewildered to be navigating a neighborhood he didn’t know with a bus full of kids, but he couldn’t say whether he’d continue to be assigned to the route. I can’t say either, because the bus skipped our stop again the next day.