P.S. 261 Philip Livingston
BROOKLYN NY 11201 Map
P.S. 261 Philip Livingston
Extended PK hours offered: Please contact site for more information
PS 261 encourages students to think critically about social issues and makes a priority of the arts. It has an active parent body that includes lawyers, hairdressers, writers and maintenance workers. This frank-talking community embraces the friction ethnic and economic diversity can sometimes bring, believing that kids coming together from different backgrounds creates a better world.
Principal Zipporiah Mills grew up in East New York where she taught until she was tapped for leadership in District 15. She joined the PS 261 community in 2000, and became principal in 2005. Warm and direct, she greets children by name—using "darling" or "honey" if she forgets—and helps solve conflicts or tie shoelaces as needs arise. She strives to set a welcoming tone for her wide-ranging community. "I see our children grow together," she said. "They come back and they're still friends in college—very diverse groups. It has an impact on privileged and not so economically privileged groups."
With their history of social action, PS 261 students made pinwheels to help Syrian children affected by the refugee crisis in a dollar-matching program, and they reenact Dr. Martin Luther King, Jr.'s march on Washington every year. The school was on the forefront of the "opt-out-of-testing" movement in 2015, when more than 60 percent of students did not sit for state exams. Even so, teachers follow data closely to spot gaps and trends in learning. After a slump in test results during the Common Core Standards rollout in 2013, scores for those children who did take the state exams, are now above the citywide average and rising. Mills said she hoped it was a reflection of improved instruction due to increased coaching with experts in reading, writing and math. Mills said the school's current approach to math, Engage New York, is "the toughest math we've ever done," and several girls and boys we spoke to on our visit said math was their favorite subject.
The arts have long been a hallmark of PS 261, and there's something for everyone. The lower grades concentrate on music, visual art and dance; the upper grades focus on gym, science and Arabic. Kindergartners act out stories such as The Gingerbread Boy, 3rd-graders take on folk tales, and 4th-graders study Greek myths in a theater arts class. Third-graders study the recorder, culminating in a trip to Carnegie Hall. Unique to the school is a partnership with the Qatar Foundation, providing an explicit welcome to Brooklyn's Arab community, with its hub near the school. Qatar pays for a second science teacher who weaves Arabic words into science lessons, and children study the Metropolitan Museum of Art's collection of Islamic art.
Some concern about discipline and order shows up on school surveys. We saw at least one overly long lesson, during which kids got restless, but most instruction seemed very focused. "We definitely have kids coming from really troubled situations," said a parent. "Some are not easy to deal with in the classroom." A guidance counselor, school psychologist and social worker meet with struggling kids and the school is adopting Responsive Classroom methods to improve the school climate.
Parents pay for a full-time librarian and substitute teachers. They run a fee-based after-school program and offer scholarships. We saw some parents prepare cardboard Google glasses for a science lesson while others taught a group of kids in the garden. "It's a culture that celebrates that kind of collective work and volunteerism," said parent Rachel Porter.
SPECIAL EDUCATION: PS 261 attracts a large number of children with special needs and has several offerings, including self-contained classes, which take students from outside the zone, and ICT team-teaching classes.
ADMISSIONS: PS 261 has a small zone and often has space for students from outside the zone, amounting to roughly one-eighth of the total student body. Pre-k typically fills with zoned students and siblings. There is rarely room for new students in the upper grades. (Lydie Raschka, November 2015)
At a glance
Number of Students 803
Average Daily Attendance 94%
Safety & vibe
How many teachers say bullying is a problem at school?16% 17% CITYWIDE AVERAGE
How many teachers say order and discipline are maintained in the school?59% 86% CITYWIDE AVERAGE
ARE CLASSES BIG?
Number of students in an average kindergarten class23 23 CITYWIDE AVERAGE
Number of students in an average fifth grade class28 26 CITYWIDE AVERAGE
DO TEACHERS LIKE THE SCHOOL?
How many teachers say the principal is an effective manager?63% 84% CITYWIDE AVERAGE
How many teachers would recommend this school to other parents?89% 87% CITYWIDE AVERAGE
How many students are chronically absent?15% 22% 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?88% 75% CITYWIDE AVERAGE
Do parents like the school?
How many parents would recommend this school to other parents?95% 94% 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:NA 8% CITYWIDE AVERAGE
Percent of self-contained students who scored 3 or 4 on the state ELA exam:NA 2% CITYWIDE AVERAGE
This school offers team teaching (ict).
Percent of ICT students who scored 3 or 4 on the state math exam:40% 19% CITYWIDE AVERAGE
Percent of ICT students who scored 3 or 4 on the state ELA exam:40% 9% CITYWIDE AVERAGE
Percent of SETSS students who scored 3 or 4 on the state math exam:NA 17% CITYWIDE AVERAGE
Percent of SETSS students who scored 3 or 4 on the state ELA exam:20% 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?