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Six months after filing suit over the city's deal to lease most of the Randall's Island playing fields to private schools, Harlem residents are enjoying their first day in court today. Norm Siegel, the lawyer for the plaintiffs, is trying to expand the lawsuit to make it a broader attack on the city's proclivity to issue no-bid contracts. But the Sun reports that "in the end, the case will turn on a narrow issue: whether the city circumvented the community board and City Council in approving the lease agreement." It's probably best for the plaintiffs that the key legal issue is technical and not moral: contradicting their claims, the head of the Randall's Island Sports Foundation says the deal will create even more access for public school families than they had in the past. Construction on the fields began this summer.
Lyons Community School, a new secondary school in Brooklyn, is holding a career exploration day this Saturday (1/12) and is looking for volunteers to present about their fields. The event, which runs from 12:45 to 6 p.m., is open to all New York City middle and high school students; it's free, although the school asks for a $5 donation to defray expenses. To volunteer, contact Natalie Sherwood at 646-894-7984. For more volunteer opportunities in the city's schools, take a look at Volunteer Match and New York Cares. And for more events, check out the Insideschools calendar.
Lots of people have complained about the progress reports, saying their dependence on test scores gives short shrift to other important features of schools, including safety, class size, and the arts. UFT President Randi Weingarten plans to do something about it.
According to the Sun, Weingarten is developing a school grading system to rival the DOE's. In an attempt to predict what that grading system would look like, the Sun gives a rundown of Weingarten's opinions on the progress report grades:
She has praised the education department's emphasis on progress over absolute achievement â€” but denounced its reliance on just two years of test scores. She has praised the letters A, B, C, D, and F, saying "ratings help us make decisions" â€” but she also indicated support for giving more than one grade to each school. "Moving forward," she wrote in the same recent column, "the progress reports should give more weight to conditions like class size and safety, access to advanced courses and the availability of enrichment activities."
One would also think that a UFT-designed report card would give significant weight to teaching conditions at the school. Currently, how teachers feel about the support and professional development they get is condensed into just a few questions on the teacher surveys, which make up just 5 percent of the total progress report grade.
In October, Comptroller William Thompson issued a report lamenting the declining status of vocational education. But now with a new head of Career and Technical Education, the DOE may be planning to bulk up vocational school options, the Sun reports. Students in the city's CTE schools and programs post higher Regents scores and graduation rates, despite the fact that CTE schools are not funded as well as other schools. According to the Sun, rumors are swirling that the DOE plans to build and open "model" CTE schools to seize on these strong results.
The DOE's new head of CTE programs, Gregg Betheil, was until recently a senior vice president of the National Academy Foundation, which coordinates vocational programs in a number of NYC schools, including the Academy of Hospitality and Tourism at Erasmus, where every student participates. Betheil also worked as a teacher and technology coordinator at Martin Luther King before it closed; according to a 1998 Village Voice article, he was the "champion" of integrating technology and education and inspired students.
I've liked the vocational schools I've visited. Kids are engaged in their work and generally seem happy to be at school. This feeling was especially prevalent at George Westinghouse High School when I visited this fall. There, as at many larger schools, enrollment has declined in recent years as kids enjoy more high school options. But the DOE has not slammed Westinghouse with "over the counter" transfers, as it has other, non-vocational large schools. I wonder whether this is because of the DOE's bias against vocational education. Let's hope that if that bias is truly changing â€” and it should â€” the DOE doesn't start filling vocational schools with kids who aren't looking for career-based high school programs.
Do we need Backpack Solutions 101?Ask any middle school parent the biggest adjustment their child faces when they leave elementary school, and they are likely to talk about organizational skills.
Or, lack of them.Changing classes, remembering which book to bring home, writing down all the homework in a planner, locating that planner -- all of these tasks can overwhelm 6th graders used to staying in one elementary school classroom and being a bit more coddled.
Apparently, this phenomenon has become so common that pricey tutors and personal organizers have organized a side business -- backpack help for $100 an hour or more.
Seems there is barely a skill related to learning or growing up that can't be outsourced these days.According to a recent New York Times article, parents are shelling out whatever it takes to help their children succeed in school. Most often, its boys who seem to have more trouble organizing and multi-tasking. As the mother of two offenders, I mined the article eagerly for tips. One of my colleagues gave a copy to his chronically disorganized son. He promptly lost it.
For a brief, irrational moment, I considered contacting tracking down the backpack organizers for an appointment. I'm sure their lines were flooded.
Then I wondered if all middle schools should offer a mini-course on backpack and perhaps even locker organization at the start of 6th grade.
My 7th grade son could have used one. He lugged a crammed backpack that may have weighed more than he does throughout his first year at Clinton School for Artists and Writers, which, like many Manhattan middle schools, requires a breathtaking climb because it occupies top floors of an elementary school.
"You will break your back," I insisted, watching him tote textbooks and notebooks for every class, even when there was no homework. Loose change, torn papers, dog-eared permission slips and old exams mingled with soccer gear. The thing smelled.
"I don't want to forget anything," he replied.
My soon-to-be 6th grade son has the opposite problem. He rifles through his backpack searching for a book, his folder, a notebook he needed - only to discover he left it at soccer practice, in music class, at school or at a friend's house.
I am taking comfort in the belief that even without tutors and courses, some middle schoolers eventually do learn their own lessons.
On a recent night, my 7th grader came home carrying only one thing -John Steinbeck's The Red Pony with a permission slip tucked neatly inside. I immediately assumed he lost his backpack.
"I didn't have any other homework," he explained. "So I left my backpack in my locker."
I didn't ask if it was organized.
Some parents are threatening to sue the DOE over the changes to the G&T admissions policy, according to an article in Crain's New York (subscription required). "We feel that redress in the courts is really the only way to get out the message of what the DOE is doing," a PS 166 parent who sits on the District 3 Community Education Council said in the article. The article doesn't specify on what grounds parents are seeking redress, but it's clear that many are frustrated by the change and frightened about where their kids will end up in the fall -- so much so that they are "shelling out thousands of dollars for consultants to help them navigate the application process."
The Crain's article makes sure to point out that not everyone's buying into the "collective madness" in G&T-heavy districts. Still, come the end of March, when parents find out whether their kids have made the 95th percentile cut, I predict the madness will be contagious.
In Brooklyn today the DOE announced the permanent replacement for Debbie Almontaser, the inaugural principal of the Khalil Gibran International Academy who resigned just before the start of the school year. Holly Reichert, who replaces interim acting principal Danielle Salzberg, taught for one year in the city's schools, headed the English department at a school in Bahrain, and has worked in the DOE supporting literacy and ESL instruction. She's also on New Visions' list of employees, so we can assume that she's played some part in Khalil Gibran's development. (Salzberg was a New Visions employee before serving as principal, as well.) Let's hope the critics can't find anything wrong with Reichert.
And did you see the article about Khalil Gibran in last week's New Yorker? After all the brouhaha earlier this year, is it possible that the only truly reprehensible thing about the school is the character of its namesake?
Never mind that today is the start of the elementary grades state ELA exam â€” what school cancels Monday classes over the weekend? Bronx Preparatory Charter School, apparently. Maybe it was snowing yesterday in Bronx Prep's corner of Morrisania because the school's Board of Trustees canceled classes, giving no explanation to parents and students who were already nervous about the testing, according to an article in the Post today.
As Seth pointed out once, many high school kids skip school the Friday before the SAT to rest and prepare, so perhaps Bronx Prep was just giving its kids the same opportunity that kids at Staten Island Tech have. Still, should charter schools' scheduling autonomy extend to spur-of-the-moment decisions? And I wonder whether the board has gotten a rude awakening about the price of heating oil â€” the school recently moved into its own (stunning) building.
Here's something new to worry about. Allan Kozinn, a music critic for the New York Times, recently argued in the Times that arts funds are too often going to arts organizations that provide "flyby" arts experiences, instead of building coherent and cumulative arts programs within schools. He writes:
If you look at how music was taught in public schools 40 years ago â€” and for decades before that â€” youâ€™ll see exactly whatâ€™s needed now. Back then it was simple: Music was part of the curriculum, like math, science and social studies. ... Even more crucial, if you wanted to play an instrument, lessons were free, and the school would lend you an instrument until you felt sufficiently committed to buy your own.
My mother graduated from MS 158 and Bayside High School. Her music training at those schools was strong enough that she was first bass in the Queens College orchestra. Certainly going to see the orchestra perform would not give the same results. But if the many arts organizations offering "flyby" experiences didn't exist, I wonder whether most schools would spend money on the arts at all, especially since there are no longer any special funds earmarked for arts education. A couple of lessons by a "teaching artist" isn't ideal by far, but at least they replace test prep with something that might intrigue kids to learn more.
How does your school teach the arts? Do your kids learn real skills and techniques? Or is Kozinn right that kids are spending too much of their arts time with visiting artists and on field trips?
Last week, when Chancellor Klein held a press conference to promote the performance bonuses going to schools with top progress report grades, he got a surprise when Assemblyman Mark Weprin, who represents Eastern Queens, where the conference was held, delivered a diatribe against the DOE's school grading system.
â€œOur schools have turned â€” I know the chancellor is standing here, but â€” to Stanley Kaplan courses in a lot of ways,â€ Weprin said, the Times reported. His impression was not dashed by the PS 46 student who said his favorite thing about his school is that "they help us get ready for the state ELA test.â€
I'm surprised that Chancellor Klein was willing to turn over the microphone to Weprin, who has made his objections to recent reforms known for a while. In fact, Weprin's withering testimony last month at the City Council hearing about the progress reports, which you can read in full over at NYC Public School Parents, contained the exact same line the Times quoted. Perhaps if DOE officials had stuck around after their testimony was over, they could have better anticipated what Weprin would have to say.