P.S. 196 Ten Eyck
BROOKLYN NY 11206 Map
P.S. 196 Ten Eyck
Extended PK hours offered: Contact program about extended hours.
PS 196 is a friendly, neighborhood school where parents feel welcome and teachers stick around. School leaders and staff work hard to provide students many extras such as early morning enrichment activities, school plays and lots of arts. The school has a Spanish-English dual language program.
Despite rapid gentrification in its surrounding neighborhood of Williamsburg, PS 196’s population has not changed much over time. The school continues to reflect the area’s historic roots as a Latino community; most students come from poor or modest income households. Enrollment is low and the school welcomes students living outside its zone. In September 2016, 196 received a three-year magnet grant to increase diversity and overall enrollment in the school. The magnet funds are being used to bolster the school's technology (more laptop and tablet computers) and expand its enrichment activities.
Many teachers and staffers are experienced and have worked at the school for years including principal Janine Colon and assistant principal, Deborah Casey. Colon, a native of Williamsburg is highly respected by teachers and parents based on their responses to the annual school survey. On the day of our visit, there was a particularly strong sense of community as the entire staff enjoyed a special luncheon in honor of Teacher Appreciation Day.
The vibe throughout the school is calm, creative and cheery. Hallways and classrooms are lined with colorful and elaborate displays of student creations. Teachers weave art into lessons and projects; starting in kindergarten students learn about the masters such as Van Gogh and Monet in art class. In classes, students seemed relaxed and engaged. In the younger grades there’s time for play and students in all grades enjoy building with blocks and Legos in the schools block room.
There’s been a big push to bolster academics. The school started a Spanish-English dual language program and teachers are placing greater emphasis on writing instruction and collaborative work in classes. The school uses Columbia University's Teachers College writing program where students write and revise multiple drafts of work across many genres. They also use the Reciprocal Teaching method, a structured form of group work where students guide one another through a lesson. For instance, students may read a passage silently and then highlight key ideas as a group, answer each other’s questions, figure out the meaning of tricky words and predict what they may encounter as they continue their reading.
A full-time resource coordinator helps seek out grants and partnerships with organizations to support an impressive range of programs such as swim lessons for 2nd-graders, health and wellness instruction, field trips, early morning literacy and enrichment such as robotics, sports and games, and free after-school and summer activities. Visiting instructors from the Salvadori Educational Center teach students about architecture and city infrastructure, 5th-graders participate in musical theater through Rosie's Theater Kids and pre-K students get art instruction through Studio-in-the-School. PS 196 received a separate large grant to convert a classroom into a technology and media center. Teachers and staff also organize a variety of events at the school, including school plays, a fall festival and Career Day, where over a hundred visitors come to the school to talk about their professions.
The school offers pre-k including extended-day activities and a rare two-year program that serves qualifying 3- and 4-year-olds with special needs.
For middle school, many students continue onto MS 582, which shares a building with 196.
SPECIAL EDUCATION: In addition to SETSS, there are self-contained classes for students with special needs and ICT classes.
ADMISSIONS: Zoned neighborhood school. PS 196 typically has space in pre-k and kindergarten for students living outside the zone. (Laura Zingmond, May 2016; updated January 2017 with magnet grant and extended-day pre-k information)
At a glance
Number of Students 347
Average Daily Attendance 92%
Safety & vibe
How many teachers say bullying is a problem at school?NA NA CITYWIDE AVERAGE
How many teachers say order and discipline are maintained in the school?92% 81% CITYWIDE AVERAGE
ARE CLASSES BIG?
Number of students in an average kindergarten classNA NA CITYWIDE AVERAGE
Number of students in an average fifth grade classNA NA CITYWIDE AVERAGE
DO TEACHERS LIKE THE SCHOOL?
How many teachers say the principal is an effective manager?100% 80% CITYWIDE AVERAGE
How many teachers would recommend this school to other parents?NA NA CITYWIDE AVERAGE
How many students are chronically absent?32% 23% CITYWIDE AVERAGE
Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state math exam
Percent of 3rd, 4th & 5th graders who scored 3 or 4 on the state ela exam
Percent of 4th graders who scored 3 or 4 on the state science exam
Does the school encourage family involvement?
How many parents say they were invited to an event at the school at least 3 times in the last school year?NA NA CITYWIDE AVERAGE
Do parents like the school?
How many parents would recommend this school to other parents?NA NA CITYWIDE AVERAGE
Special ed & ELL
How well does this school serve students with disabilities?
This school offers self-contained classes.
Percent of self-contained students who scored 3 or 4 on the state math exam:0% 8% CITYWIDE AVERAGE
Percent of self-contained students who scored 3 or 4 on the state ELA exam:0% 2% CITYWIDE AVERAGE
This school offers team teaching (ict).
Percent of ICT students who scored 3 or 4 on the state math exam:23% 19% CITYWIDE AVERAGE
Percent of ICT students who scored 3 or 4 on the state ELA exam:3% 9% CITYWIDE AVERAGE
Percent of SETSS students who scored 3 or 4 on the state math exam:25% 17% CITYWIDE AVERAGE
Percent of SETSS students who scored 3 or 4 on the state ELA exam:13% 9% CITYWIDE AVERAGE
How many parents say students with disabilities are included in all activities?
How many teachers say students with special needs are educated in the least restrictive environment appropriate?
How many parents of students with ieps say this school offers a wide enough variety of services and activities for their children’s needs?