language acquisition

At P.S. 111, call for public-private alliance yields translation help

U.S. Education Secretary Arne Duncan (middle) visited P.S. 111 in Hell's Kitchen to discuss PENCIL partnerships with Principal Irma Medina (right).

As the neighborhood around her school transformed into a cultural melting pot, Principal Irma Medina sensed that the city education department’s translation services wouldn’t be adequate to break through  language barriers for new parents.

By 2010, over 40 languages were represented at P.S. 111 in Hell’s Kitchen, Medina said. So to improve communication with parents at the school, Medina turned to an increasingly popular option: donated services.

Through the help of PENCIL, a nonprofit that forges school-business leader partnerships, Medina’s translation needs were matched to VOCES, the Latino Heritage Network of The New York Times Company, headquartered about a half mile down the road near Times Square.

The public-private partnership is now one of 395 that PENCIL manages in 377 schools in New York City. With the support from cash-strapped city education officials, PENCIL hopes to nearly double that number in coming years.

As part of the P.S. 111 partnership, VOCES has donated resources as well as its professional expertise in translation services to support Medina’s growing need for translations, which include information for parent association meetings and weekly school-issued material.

The department’s in-house translation service, which translate 10 languages, responds to requests based on a first-come, first-served basis. Other languages have to be outsourced to translator vendors. For Medina, that wasn’t an ideal arrangement.

“If you submit something to the Department of Ed, yeah, you can get it translated, but I don’t know how long it’s going to take,” Medina said.

Since partnering with VOCES, Medina said that attendance at parent association meetings is up 30 percent. She attributes the increase in being able to reach more of her foreign-born families, including one that speaks a rare African dialect.

“Even if they didn’t have a translator available, this group is amazing,” Medina said about VOCES. “Within their own network of support they would be able to find someone who was able to translate.”

Losing the work seems to be okay with Chancellor Dennis Walcott and other top education officials, who have encouraged schools to forge public-private partnerships at a time when school budgets are shrinking. Last year, amid a fourth straight year of cuts, Walcott pledged to double the number of PENCIL partnerships in New York City.

“These leaders can meet principals around their specific needs,” Walcott said at the time. “One of the principals said she was doing something and her corporate partner said, ‘there’s a better way you can do it.’ That’s the type of value these partners are adding to the system.”

The public-private partnership trend is also favored by U.S. Department of Education Secretary Arne Duncan, who said a cornerstone of his education reforms while running Chicago Public Schools was partnering with the private sector to help schools become more efficient.

“I think the question I have is when you see something this positive you always want to see it expand,” Duncan said after meeting with Medina at P.S. 111 last week. “So the question is, could more schools in this city, could more cities have theses kinds of public-private partnerships?”

PENCIL officials said that about 20 percent of their partnerships end each year as part of natural attrition — sometimes a business moves its headquarters or a professional gets a job in another city.

But President Michael Haberman said he has found it easy to recruit and retain business leaders to work with schools through PENCIL, which also manages about 50 school-business partnerships in Baltimore, Rochester and Philadephia (and soon in Chicago). He said he’s found that businesses get more out of their charitable work when they are volunteering time instead of just donating money.

“It doesn’t have to be about just writing a check,” Haberman said. “It’s more about working on the ground in a school throughout the year.”

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.