push back

At widespread anti-Cuomo protests, parents and teachers to join hands

PHOTO: Patrick Wall
Takiema Smith, a parent at the Brooklyn New School, opted her child out of state exams in 2014.

The seeds for the more than 80 protests that will break out at schools across the city Thursday were planted in January.

That’s when Gov. Andrew Cuomo announced he would link a potential boost in state education funding to a series of controversial policy changes, including tying teacher evaluations more closely to student test results, raising the charter-school cap, and placing consistently low-performing schools in the hands of outside groups. Before and after school Thursday, a number of advocacy groups — led largely by anti-testing advocates and later joined by the city teachers union — plan to join hands and form human chains around school buildings in what organizers say is a symbol of their displeasure with those ideas.

“That was the moment,” Danielle Boudet, an upstate education advocate and one of the organizers of the rallies, said of Cuomo’s announcement. “People were fighting from their own individual circles, but his agenda has galvanized all those groups.”

For the union, the rallies serves as another skirmish in the public-facing battle with Cuomo over evaluations, teacher tenure rules, and overall funding levels. City teachers union president Michael Mulgrew and his predecessor, American Federation of Teachers president Randi Weingarten, will speak at the morning rally at Park Slope’s P.S. 10, which is known for its presence in the movement to opt out of state tests. The pair will also attend P.S. 200’s afternoon rally in Bensonhurst, Brooklyn.

While the nearly 100 participating schools are largely concentrated in Brooklyn’s District 15, rallies will also be held at schools across the rest of that borough, Manhattan, Queens, and Staten Island, according to organizers.

Similar to recent forums focused on opting out of state testing, participating schools are concentrated in higher-performing districts, with some exceptions. More than half of the participating schools are in the city’s 10 highest performing districts on the state’s math or English exams.

Slightly less than one-third of the schools are either in the city’s lowest performing districts on state tests. Two of the participating schools are in the city’s Renewal program, and only one of the participating schools is in the Bronx.

The idea for the small, widespread protests featuring the camera-ready formations of parents and teachers “protecting” their schools started with smaller groups of parents.

Boudet serves on the steering committee of the New York State Allies for Public Education, a group whose members push back against the rising frequency of testing in schools. Shortly after Cuomo’s remarks in January, the group began to brainstorm ways to oppose the governor’s focus on standardized testing and pull in support from those concerned with other portions of his agenda. Class Size Matters Executive Director Leonie Haimson, who serves on the Allies steering committee with Boudet, brought the idea of the human chains to the United Federation of Teachers at a planning meeting in February.

The rallies are being organized before and after school hours, in a knock to the charter school sector’s rally last week for which schools bused hundreds of students to Albany, Haimson said.

“We can’t ask public schools to close,” Haimson said. “I thought the idea of protecting our schools would be a very good contrast to the charter schools.”

Cuomo’s proposal to increase the influence of student test scores in teacher evaluations has also angered some of the same parents who rallied against testing last year. The governor’s plan will invariably lead to teaching to the test, they said.

“A year ago or so things looked like they were moving in the opposite direction on testing,” said Dan Janzen, PTA president at P.S. 295 in Brooklyn. “Suddenly the plan comes out and things look like they are getting worse and they are going to continue getting worse.”

But even teachers who are mostly able to avoid state tests are planning to participate in Thursday’s events.

Hundreds of educators, advocates, and students are expected to participate in a Manhattan rally organized by City-As-School, which is one of more than two dozen city high schools that have state permission to tie graduation to a student’s portfolio of work instead of Regents exam scores.

Principal Alan Cheng said the planned march to Washington Square Park Thursday afternoon was organized by the school’s teachers as they became more aware of Gov. Cuomo’s proposed education overhaul, especially the changes that would make it more difficult for teachers to earn tenure.

“Teachers should be able to demonstrate their growth over time,” he said.

The rally is also meant to highlight the school’s membership in the New York Performance Standards Consortium, which allows students to complete in-depth projects to graduate instead of passing most of the required Regents exams.

“Our students, their experiences are truly shaped by being able to do that kind of work,” Cheng said. “But many students have not had the opportunity, and the state is making it even harder for other schools to consider these ideas.”

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.