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

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.