reading list

Student journalists report more proof of P.E. crediting problems

Searching for an explanation behind their school’s mid-year physical education scheduling shakeup, two Staten Island student journalists arrived at a conclusion familiar to Department of Education insiders: It’s hard to know just how many P.E. courses students must take, and for how long.

Travis Dove and Juliana Zaloom, students at CSI High School for International Studies, launched their investigation in their journalism class after CSI seniors were thrust into extra P.E. classes last semester. Today, they share their report in the GothamSchools Community section.

Dove and Zaloom write:

The physical education scheduling conflicts could be due to mistakes by school administration and faculty. …

But the city Department of Education can also be blamed for its unclear handling of physical education. As it does not monitor schools’ physical education programs, some have not even been aware that there are requirements at all.

CSI High is not the only school to have reshuffled its physical education offerings in the middle of this year. An internal Department of Education audit released in February found that some principals had been unaware of crediting rules, particularly around P.E.

We reported that month that students at Manhattan’s Pace High School were thrust into extra P.E. classes after they found out their school had not required them to take the correct number of gym courses. The oversight might well have had implications on Pace’s city accountability statistics, we reported at the time:

Pace did especially well when it came to how many credits in academic courses students picked up each year, beating not only the citywide average but also a smaller group of schools with similar demographics. Schedules with fewer physical education classes allow for more time in academic courses that carry more credits, making Pace students more likely to meet the credit accumulation standard.

CSI High School posted similar credit accumulation statistics on its most recent Department of Education progress report. Like Pace, CSI High School is high-performing and also does not screen students for admission.

And like Pace, CSI High opened in the first term of the Bloomberg administration, when the Department of Education was ramping up new school creation with funding from the Gates Foundation. New principals were often young and had not served in administrative positions before, meaning that they had little exposure to the ad hoc and word-of-mouth communications that had long informed school leaders about graduation requirements.

The Department of Education’s February audit report concluded that many principals misunderstood physical education requirements. It reads:

Several principals believed they had the authority to waive the PE requirement for individual students, e.g., in cases of documented injury or medical conditions. Other principals believed that any student (rather than just those graduating early) who met all other requirements could graduate, hence, a student should not have to stay in school merely to complete PE credits. One principal believed that because the school did not have a gymnasium, the school could not provide PE. Many principals were also confused about the number of credits that should be attached to their PE courses.

The department has moved to clarify requirements in all subjects by uniting disparate state and city requirements in a single, 40-page guide for the first time, an advance that principals applauded when it was announced.

“[The] promise to tighten DOE procedures will be appreciated by school leaders throughout the system,” said Ernest Logan, head of the city’s principals union at the time.

The department is not penalizing schools or their leaders for mistakes made in the past as part of the crackdown on crediting issues. That’s good for CSI High School’s leaders: Its founding principal, Aimee Horowitz, is now a high school superintendent.

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.