I am the proud parent of a bright, creative, and unique daughter with learning disabilities. Like many children with high-incidence disabilities, my daughter outperforms in certain academic areas and underperforms in others. From kindergarten until 3rd grade, she relied on these skills and managed in a general education classroom with some extra services. She had caring, committed teachers, well versed in different learning styles.
By the second week of 3rd grade, however, it became clear that she would have problems. The rapid implementation of Common Core Standards combined with an unsympathetic classroom teacher made her deteriorate—academically, emotionally and socially. The principal told me that an integrated co-teaching (ICT) class—with two teachers, one a special ed expert—did not exist for her grade. I tried to switch to a nearby public school with more services, but because of 2011’s special ed reform, I was told she now had to be served by her zoned school, and they were giving her all that they could.
Say goodbye to the controversial school grading system developed under former Mayor Michael Bloomberg. Starting this school year, parents will no longer be able to judge schools by their A to F rankings, which were designed to be a simple way to see whether their child's school was succeeding or failing.
Instead, Schools Chancellor Carmen Fariña wants parents to look beyond test scores to see what is actually happening inside their children's classrooms and promises the Department of Education will do the same. "Schools are not restaurants," quipped Fariña, "they have unique qualities that need to be captured in different ways."
Fariña announced the new plan for evaluating schools yesterday at PS 503/PS 506 in Sunset Park. She said that before the end of the calendar year, new School Quality Snapshots will be released for all schools and available online for parents to read. They will highlight key results from several different data sources the DOE already collects, including the annual school survey and the Quality Review conducted by experts who visit the school. While test scores will still be included, they will not be the sole focus, nor will they be used to penalize a school that does poorly.
After all the hype and hustle of searching for and getting into a New York City public high school, it can be disheartening to find out that for some kids and parents the search continues.
Not the search for another high school, although there are some who brave the arduous process again and transfer. I’m talking about the search to supplement what is often missing in even some of the most coveted high schools—from advanced math and science classes to art or a foreign language.
Savvy parents and kids will seek out everything from individual tutoring to after school art, music and dance programs to courses at CUNY colleges or elsewhere.
Wouldn’t it be nice if one public high school could have it all?
When I first found out in June that my son’s elementary school would be ending 30 minutes earlier this year and I would have to pick up two children at the same time, ten blocks apart, my first thought, of course, was, “Yes! Now I can harness those superpowers of time travel I always knew I possessed!” Actually, just one word came into my head, and it's unprintable here.
Apparently I’m not alone. According to The Daily News, about 450 schools will be changing their start and end times this year in order to comply with the new UFT contract. In a nutshell, the contract does two things as far as the school day is concerned: First, it elmininates 37.5 minutes each day that teachers were previously devoting to small-group work and tutoring for students who were behind. Second, it reapportions that time for professional development, parent communication, preparing lessons and all the other behind-the-scenes work that teachers must complete but never have time for.
Brooklyn is the city's largest borough and the one with most schools. Pre-kindergarten choices are as varied as the borough. In some areas of brownstone Brooklyn, pre-k programs don't meet the demand. Even parents who list 12 schools on their application will be disappointed. In other areas—such as Fort Greene or Bedford Stuyvesant—parents have more options.
Don't be afraid to look at historically low-performing schools: in some cases pre-kindergarten programs are excellent and expanding, even if the school as a whole has a long way to go. Further out in Brooklyn, half-day programs can be the norm, especially in Districts 21 and 22. We haven't found much to recommend in central Brooklyn, where school environment surveys reflect a discontent with the tone of the buildings. We advise you to take a look and let us know what you find.
A glimmer of hope for 8th graders who were rejected at their high school choices: Insideschools has learned that one-quarter of the kids who appealed their high school placements last year got a seat at one of the schools to which they originally applied.
Of the 3,028 rising 9th-graders who filed appeals last year, 761 were offered a place at one of the high schools listed on their applications, according to data released by the Department of Education in response to our request under the Freedom of Information Act. Another 783 were assigned to an alternative placement, but not a school they requested.
An appeal won't work if you were rejected at one of the specialized high schools, which require an entrance exam. And it probably won't work if you are assigned to a perfectly good, appropriate school that just doesn't happen to be your first choice--if, say, you are assigned to Bard High School Early College and you wanted Beacon.
But let's say you are assigned to a school that doesn't offer chemistry and physics and you want a college prep curriculum. In that case, you may have a shot.
Caleb,* a 14-year-old middle school student in Flatbush, has a seizure disorder and learning delays — the aftereffects of a brain cyst he had removed when he was an infant. He sometimes writes backwards and reads six or seven years below grade level.
He should be in a special class with 12 children and a teacher certified in special education, according to his Individualized Education Plan (IEP), the legal document that lists the services his school must offer him. Instead, he is in a class of nearly 30 students, a mix of general education and special needs children. His mom says his teachers are doing their best to help, but they can't give him the attention he needs.
Caleb is the victim of a well-intentioned reform designed to end the unneccessary segregation of children with disabilities. Two years ago, the Department of Education declared that nearly all special needs children should be educated in their neighborhood schools, rather than being sent to special programs far from home. Across the city, children who were once assigned to so-called "self-contained" classes are now in classes with two teachers that mix general education and special needs children. Many of these children are thriving, school officials and advocates agree. But, by reducing the availability of self-contained classrooms, the reform has backfired for children who, like Caleb, need a smaller learning environment, advocates say.
Politicians and parents in November petitioned the Education Department to let qualified children fill Gifted & Talented seats that remained empty after the October enrollment deadline. In a reply last week, the DOE refused the request, saying it would be "extremely disruptive" to schools and families to allow children to enroll now.
"Office of Student Enrollment (OSE) conducted multiple rounds of waitlist offers for available seats at G&T programs citywide," wrote a DOE official in a response to Councilwoman Gail Brewer and Assemblyman Daniel O'Donnell's November letter requesting the DOE allow qualified students access to empty G&T seats at two Upper West Side schools.
The DOE said that they had conducted "multiple rounds" of waitlist offers after too few families accepted offers to fill seats at PS 163 and PS 165.
O'Donnell disputes the DOE's explanation. "I have heard from students who scored as high as the 96th to 99th percentiles on the test, and were still given no offer, although they ranked PS 165 and PS 163 as top choices in the initial process," he wrote in response to the DOE's letter.
O'Donnell will continue to press the DOE to open up seats. He says that schools and families do not find the post-October 31st enrollment disruptive.
Karen Alicea-Dunn has been trying to get her son, Dylan, who scored in the 96th percentile on the G&T exam, into PS 163's G&T program for two months. In November, the school told Dunn that Dylan could enroll in the general education program -- but not the G&T. Dunn isn't worried about switching elementary school programs mid-year. "I'm ready," she said.
In late November, WNYC reported that at least 24 schools citywide still have room for more kids in their G&T programs.
by Jane Heaphy, executive director of Learning Leaders
Mayor-elect Bill de Blasio's goal of increasing parental involvement in schools is exciting! This is what we have been waiting to hear.
Families have a vital role to play in our schools' success. Research shows that parents who understand the school system and know how to support education at home can contribute hugely to a child's development. That's why Learning Leaders builds family-school relationships, provides interactive workshops and trains parents to volunteer in NYC public schools.
While there is increased recognition of family involvement as a key factor in children's success, more effort is needed to bring in parents. The city's recent education budget cuts and the introduction of Common Core Standards make this more important than ever. A renewed focus on families would help our students and I look forward to hearing the next chancellor's plans.