school violence

Report criticizes violence in Rikers Island classrooms

PHOTO: Matt Green/Flickr

Updated (8:30 p.m.) Teenage inmates on Rikers Island face extreme violence in and around the jail’s classrooms, according to a new Justice Department report.

The report, released Monday by the office of Preet Bharara, the federal attorney in Manhattan, accuses the Department of Corrections of failing to protect the constitutional rights of its approximately 500 adolescent inmates, who are subjected to “unnecessary and excessive force” from jail employees. Some of the worst abuses have taken place in the classrooms, hallways, and stairwells of the facility’s school space where surveillance is lacking, according to the report.

“It is unclear why the Department has not installed additional cameras in these areas,” the report reads.

The investigation recounts one incident in September 2012 when a teenage inmate, “after shouting obscenities at an officer who had hit him in the ribcage with handcuffs while he was sleeping in class,” was pulled out of a classroom and “severely beaten” in the hallway by a second officer. “Two teachers in the area reported hearing Inmate H screaming and crying for his mother while being beaten,” the report says.

The investigation found that teachers rarely report violence or serve as witnesses in cases of abuse. Evidence suggests Department of Corrections employees instruct teachers to turn a blind eye to the violence, and that educators fear repercussions for speaking up, the findings say.

The investigation focused on 16-to-18-year-old inmates. Sixteen and 17-year-olds are required to attend East River Academy, a District 79 program at Rikers, though the report does not point to the school by name. NY1 reported in June that three students graduated from the school with a high school diploma, and 81 passed the GED exam this year.

The report also criticizes “punitive segregation,” a practice where inmates, many of whom suffer from mental health problems, are isolated for 23 hours of the day. Those inmates are “not allowed to attend school, and are instead given schoolwork on worksheets and are offered educational services telephonically.”

In the report, the Justice Department said it may investigate these educational methods in the future to see if they satisfy the requirements set out in the Individuals with Disabilities Education Act.

The report ends with the threat of a federal lawsuit if the city does not attempt to address issues like the lack of surveillance cameras in school facilities.

Department of Correction Commissioner Joe Ponte said in a statement that the department had cooperated with the federal investigators over the course of their two-year inquiry.

He also listed several measures he has put in place to improve conditions for young inmates since he took over the department in April, including the formation of a working group to study best practices for managing adolescent inmates, new trainings for staff that work with those inmates, the separation of 16 and 17-year-old inmates from 18-year-olds, and the installation of new security cameras. Between April and June, the jail saw a 39 percent decline in the number of incidents where guards used force against adolescent inmates, Ponte said.

“I am committed to the safety and wellbeing of all DOC inmates, but I am especially focused on radically improving security and outcomes for the adolescent population,” he said in the statement.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.