mark your calendar

Missed our roof party? Save the date for Paul Tough's reading

Some of our readers took a short break from summer teaching and learning, Common Core curriculum planning, and (of course) beach-going last week to celebrate the upcoming school year with GothamSchools.

Even though an evening rain storm drove us off our roof deck, we still had a great time, and heard some great story ideas.

We’re also looking forward to seeing more of our readers soon: On Sept. 29 we will be hosting education writer Paul Tough, who will be reading from his new book, How Children Succeed: Grit, Curiousity, and the Hidden Power of Character. More details to follow.

Tough has written extensively on the education reform movement and its roots in New York CityGeoffrey Canada and the “No Excuses” educational philosophy. Last week, he turned his attention to President Barack Obama’s roots as a community organizer in Roseland, a blighted neighborhood on Chicago’s South Side.

The New York Times Magazine cover story describes a mentoring program for struggling high school students in the neighborhood, and how Obama’s confrontations with race and poverty there decades ago have shaped his educational policies.

“Obama laid out an ambitious agenda” to heal the effects of inner-city poverty during his campaign, Tough wrote:

At its center was a proposal to expand the work of Geoffrey Canada and his organization, the Harlem Children’s Zone, which takes an intensive and comprehensive approach to child development in a 97-block high-poverty neighborhood in central Harlem, providing poor children with not just high-quality charter schools but also parenting programs, preschools, a medical clinic, a farmers’ market, family counseling and help with college applications. (My 2008 book, “Whatever It Takes,” is a profile of Canada and a history of the Children’s Zone.)

“When I’m president,” Obama said, “the first part of my plan to combat urban poverty will be to replicate the Harlem Children’s Zone in 20 cities across the country.” With a candor unusual for a presidential candidate, Obama acknowledged the high price of his program: “Now, how much will this cost?” he asked. “I’ll be honest — it can’t be done on the cheap. It will cost a few billion dollars a year. . . . But we will find the money to do this because we can’t afford not to.”

But those plans to overhaul federal spending in struggling urban communities, like Roseland, haven’t panned out for the Obama administration. Instead:

The Promise Neighborhoods program exists, but it is a small item tucked away in the discretionary budget of the Department of Education. Rather than devoting “a few billion dollars a year,” his administration has spent a total of $40 million on the program in the last three years, with another $60 million in grants going out to community groups later this year. A few other initiatives have focused on concentrated urban poverty, but they are mostly small and scattered. Instead, the antipoverty path that Obama has pursued looks more like a traditional Great Society Democratic approach: his administration has spent billions of dollars on direct aid to poor people, mostly working-poor families.

Tough described the story and his reporting methodology in detail on the Times’ 6th Floor blog.

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.