closing season

At Irving, closure protest focuses on students who don’t attend

Supporters of Washington Irving High School protested the school's planned closure this morning.

It was still dark this morning when Steve Morris rolled up in front of Washington Irving High School on his bike.

Morris had been the school’s librarian until last summer, when the struggling school cut him from its staff roster and shuttered the library. Now he was on his way to the Brandeis High School building as a member of the Absent Teacher Reserve, the pool of position-less teachers who are shuffled to a different school each week.

But first he wanted to offer silent support to his former students and colleagues who, along with parents and union officials, had filled Irving’s front steps to protest the Department of Education’s plan to close the school.

“I’ll be the last librarian this school ever has,” Morris told me wistfully before pedaling north on Irving Place.

Irving is one of 25 schools the city has proposed closing or shrinking this year. The century-old high school near Union Square got an F on its most recent progress report, down from C’s in the previous two years.

In a series of spirited chats and statements, the protesters argued that the deck had long been stacked against the school.

They said longstanding academic weaknesses and spurts of violence had been exacerbated as the Bloomberg administration closed other schools and directed needy students to Irving. Then, in 2008, the city spun off Irving’s performing arts program, which teachers said enrolled the school’s highest-performing students, into its own school, Gramercy Arts. Overnight, Irving went from more than 2,400 students to less than 1,700. Since then, enrollment has dropped steadily, taking with it valuable dollars and staff.

Bloomberg “says he wants to open doors, but he’s closing Irving floor by floor,” UFT chapter leader Greg Lundahl led the protesters in chanting. They said the school needs time to adjust to its new reality — and more resources to serve its needy students.

The school received federal “transformation” funds this year but will see those funds directed to new schools in the building if the DOE’s closure plan is approved.

City officials cited the school’s low 4-year graduation rate — 48.2 percent last year and less than 55 percent for the last decade — when announcing their decision to seek closure. They also signaled that they were concerned the school’s leadership would not be able to pull off the turnaround.

But teachers said if the school were evaluated on the basis of students who actually attend, Irving would post a graduation rate higher than the city average.

Marian Burnbaum, a social studies teacher who heads Irving’s School Leadership Team, said there about 100 students enrolled who have never attended and cannot be tracked down. It’s because of the “long-term absences,” she said, that the school’s average daily attendance rate is a paltry 73.8 percent — well below the average high school attendance of 86 percent. That data point pushed the school out of D range.

Burnbaum said she is urging the UFT to seek legislation that would make it easier for schools to track down missing students.

Other teachers said they had taken a more local, faster-acting approach to helping students. They said they worked diligently to serve the students who do come to school, who include many English language learners and students with special needs who travel from other boroughs to attend Irving.

“There isn’t a harder-working staff in the city,” Lundahl told me.

Pearl Dixon, a physical education teacher who graduated from Irving in 1987, told me teachers had analyzed student data and practiced with a new teacher evaluation model, both activities the city has urged.

“Every policy the DOE has put to us, we have worked on,” she said. “We inherited a lot of problems, and there are things we need to work on. …. But [Bloomberg] needs to give us more time.”

Sharon Talbot, an Upper West Side resident, said her son Robert is flourishing as a sophomore in Washington Irving’s special education program after graduating from the Computer School. Talbot is white, unlike the vast majority of Irving students.

“At first I was uneasy,” she told me about her son’s assignment to the school. “But then I saw what was happening here. … What we need is more of what the school already has.”

“I pray to God that this school does not keep cutting back, that the library will reopen,” said Michael de la Cruz during the rally. His son Robert is a sophomore.

As for the library, students say it’s now closed except when teachers bring their classes. Most of the time, books sit behind locked doors and students must spend their lunch periods in the chaotic cafeteria instead of studying, according to Dayla Diaz, a senior.

This morning, Diaz was hanging out in front of the Pure Loyalty cell-phone storage truck across the street, where students drop of their cell phones for $1 a day before passing through the metal detectors at Washington Irving. She said she makes the long trip from the Bronx each day in large part because of the teachers.

“I like the teachers better than most of the students, to be honest,” she said. “You can actually sit down and talk to a teacher, and they’ll try to help you.”

During the rally, which disbanded as the first bell approached this morning, union officials vowed vigorous protests against all of the planned closures, including at schools, such as Wadleigh Secondary School for the Performing Arts, that the city has proposed only slimming, not closing down.

“We will not stand aside,” said UFT Vice President Leo Casey. “We will be every place this mayor decides he’s going to close down schools.”

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.