One-Stop-Shops

City launches $52 million plan to turn 40 schools into service hubs

PHOTO: Facebook/New Settlement Community Center, Photo by Charles Chessler
M.S. 327 and P.S. 555 in the Bronx are housed in a state-of-the-art building where they provide support services and extra-curricular programs for students and their families. The city is planning to help 128 more schools offer similar services.

The city will spend $52 million in state funds over several years to convert 40 schools into community hubs with medical and dental services, nutrition and fitness programs, tutoring, job training, and other assistance for students and their families, officials announced Tuesday, roughly doubling the current number of such school-based hubs.

That first wave of schools will grow to 100 by 2018, Mayor Bill de Blasio has promised, as he joins policymakers around the country in seeking to boost student learning partly by attending to their needs beyond the classroom. The concept — which has been embraced by teachers unions, parent advocates, Governor Cuomo and President Obama — holds that when schools expand into service hubs, students become better prepared to learn, parents grow more invested in schools, and teachers can focus on teaching.

But even the plan’s proponents say it could pose some challenges for the city due to its ambitious scale and the fact that some schools can draw on limited space to host new services or nearby providers to offer them. Also, advocates insist that schools must pair these supports with excellent classroom instruction if they are to help students with the most needs catch up to their better-off peers.

“It’s a step forward to leveling the playing field,” said Emma Hulse, an organizer with the New Settlement Parent Action Committee, a Bronx parent group that has called for extra services as one way to lift the borough’s lowest-performing schools. “But long term, they’re going to have to invest really seriously in teaching and learning to be able to close the achievement gap.”

Any school can apply to the program, though to be eligible schools must be struggling with student attendance, Deputy Mayor Richard Buery said after a press conference Tuesday. The city will use a state education grant to supply each school with at least $300,000 annually for four years, depending on its size and needs, Buery said. Officials did not say how they will pay for 60 additional schools to become service hubs by 2018, as the mayor has pledged.

The United Way of New York City will help run the program, which will pay for a full-time coordinator at each school to determine what services are needed and which agencies can provide them on campus or nearby. Chancellor Carmen Fariña emphasized that parents will help choose the services, something that advocates have demanded. She noted that some community schools, as the hubs are known, stay open in the evening and on weekends, though she did not say if these schools will.

Some 40 schools currently act as community hubs, according to Buery, though some advocates count many more schools. Organizations such as the Harlem Children’s Zone and the Children’s Aid Society, which Buery previously headed, coordinate services at several of the schools, as does the city teachers union.

Governor Cuomo has set aside $15 million in competitive grants for schools to adopt community services, and the Obama administration has funded “Promise Neighborhoods” across the country where young people can access an array of services in and around their schools.

At the invitation of the United Federation of Teachers, de Blasio has visited a community school in Cincinnati, whose school district has embraced that model more completely than others. While the district has seen higher graduation and attendance rates since adopting the model, students that received support services last year made only modest test-score gains of between 1 and 3 percentage points.

De Blasio on Tuesday said he would gauge the impact of New York’s community schools by improvements in student health and attendance and parent engagement, not “a single set of test scores.”

“I think everyone knows I do not pray at the altar of high-stakes testing,” he said.

M.S. 327 Principal Manuel Ramirez said that extra supports have led to better student attendance and attitudes.
PHOTO: Patrick Wall
M.S. 327 Principal Manuel Ramirez said that extra supports have led to better student attendance and attitudes.

The city’s community schools plan features some elements that advocates requested, such as the service coordinators and a role for parents. But it falls short of the $500,000 per school that the advocates had sought and leaves out some academic supports they recommended, such as extra special-education resources and master teachers.

The goal of launching the program in 40 schools by this fall is an ambitious one, said Martin Blank, director of the Coalition for Community Schools, a national advocacy group that has advised the city on its plan. By contrast, Cincinnati has created 34 community schools after nearly a decade.

Some of the schools will have to search beyond their immediate surroundings to find service providers, Blank added.

“As New York’s demographics have shifted, the agencies aren’t always located where the need is,” he said.

What’s more, some of the schools with the most students who could benefit from extra supports have the least spare space to house on-site healthcare providers, counselors, and other specialists, experts said. Such schools may have to reconfigure their space to make room for the service providers.

M.S. 327 in the Bronx, the community school where Tuesday’s press conference was held, has not faced that challenge.

That school and an elementary, P.S. 555, are housed in a new $100 million complex that features a health clinic, dance studio, rooftop garden, and 75-foot swimming pool. The schools offer dance and swimming lessons, wellness workshops, college prep classes and more through the support of New Settlement Apartments, a nonprofit affordable-housing provider that helped pay for the complex and a service coordinator for the schools.

M.S. 327 Principal Manuel Ramirez said it is too soon to trace academic gains to the services, since the school has only been in the new building for two years, but student attendance and attitudes have already improved.

“And that makes it easier for us to teach the kids,” he said.

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.