border control (updated)

Second draft of District 2 zoning plan puts CEC in tough position

Rezoning plan for Lower Manhattan

District 2’s Community Education Council is facing a catch-22: Approve the three rezoning plans presented by the Department of Education last night, with all of their wrinkles, or risk missing a chance to solve crowding problems this year.

After parents criticized a first draft of the plans last month, department officials brought new rezoning maps – one for the Upper East Side, one for the West Village/Chelsea, and one for  Lower Manhattan – to the council’s meeting last night. The plans, which council members had not seen before the meeting, address some problems but introduce others, according to Shino Tanikawa, the council’s president.

The Upper East Side plan was minimally altered, while the West Village/Chelsea plan had significant changes. P.S. 3 and P.S. 41, which currently share a single choice zone, will be split into two separate zones. Moreover, the P.S. 41 zone would include inside of it the future zone lines for the Foundling School, which is set to open in 2014.

The main point of contention involves the Lower Manhattan plan which would send some addresses currently zoned for Tribeca’s P.S. 234 and others currently zoned for P.S. 397, the new Spruce Street School, to P.S. 1 in Chinatown, a far less affluent school with many immigrant students. Last summer, families on P.S. 234’s waiting list resisted when they were offered places at another Chinatown school, P.S. 130.

Some parents said the change would damage the neighborhoods’ sense of identity. But Tricia Joyce, a P.S. 234 parent and a co-chair of the school’s overcrowding committee, said the bigger problem is that P.S. 1 could become overcrowded.

“The proposals are all just overcrowding the schools around us for an insignificant gain,” Joyce said. “Rezoning does not create seats and seats are what we need.”

The DOE added 180 seats to the area last week when it upped the size of a forthcoming school, Peck Slip, but Joyce said that is not enough. Last month, she helped pass a resolution by Community Board 1’s Youth and Education Committee that rejects the idea of rezoning altogether in favor of building more schools.

Community members will have another chance to share concerns before the council’s vote, but Tanikawa said DOE officials made it clear that the plan is closed to any major revisions, although they would be open to minor adjustments. At this point, the council is not allowed to suggest new zone lines, only approve or reject the lines the department proposes.

Tanikawa said she might seek legal advice about whether the CEC could approve some elements of the proposals while rejecting others.

Without that option, the council is risking waiting a year to rezone if it pushes back too hard on the department’s proposed rezoning. That would leave the Peck Slip school to open next fall in Tweed Courthouse without zoned students, making it essentially an overflow school for students in crowded schools across Lower Manhattan.

“What the DOE has done is created a Peck Slip zone by also putting in a highly unpalatable proposal,” Tanikawa said. “It would make it impossible to build a strong, viable community that way.”

She also said that the council and families in District 2 hadn’t had adequate time to evaluate the department’s proposal, which was not released until the meeting began.

“People didn’t have anything to react to. If we were able to distribute the proposals before the meeting people could have come out and said ‘this is great’ or ‘this is horrible’ or whatever,” Tanikawa said. “We wanted a good feedback session last night, otherwise we were wasting our time and the parents who showed up were wasting their time.”

Rezoning plan for the West Village and Chelsea
Rezoning plan for the Upper East Side

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”