NYC DOE And the new Framework is not working.

I think that the new NYC Public schools support structure clearly lacks any real support. In that there is little to no effective use of leadership and even once decent teachers now turned admins have lost their skills to lead by example.

Why is the NYC DOE’s Chancellor and her leadership team lacking any real creative thinkers?

If we really want to reduce class size and help teachers teach, why not explore turning the offices of the BFSC and Districts and the tons of other DOE office locations into teaching centers for students, teachers, parents and staff who need/want more support. Schools are on their own and have no real access to “effective leadership” as they call it.

 

This would in response look like a support staff/center that actually teaches/supports the school. “Effective leadership should encompass a component of leading by example instead of sitting In front of a damn computer all day, and never doing one drop of real teaching.

How is it that a pilot  program has not been proposed? One in which all administrative teaching staff including the Superintendent consistently spend one day per week or even month teaching in classrooms with real students? How can a leader/mentor our schools without staying in practice? Generations change, teaching methods that were once effective loose their effectiveness

If you are no familiar with the new Vision/ framework see these resources below:

 

Watch the video below

video from city hall http://legistar.council.nyc.gov/Calendar.aspx

The press release:

http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2015-2016/Chancellor+Announces+Opening+of+New+Borough+Field+Support+Centers.htm

If you see the vision frame work here: http://schools.nyc.gov/AboutUs/schools/framework/default.htm

cfgraphicslider1

As you can now tell  They Completely leave out the very Idea of “leading by example  In other words do not tell me but show me is by far the only way to lead and is the very foundation of what education means. I have created my own version, which is  based on what I think should be 6 themes surrounding education and student achievement  in NYC.

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Funding is the top priority over trust, and yes it is more important then trust. How can there be trust when funding is always vanishing and mishandled?

Effective leadership would not be ridden with lies and illusive vague “support”, most of the administrations currently in our schools have not a clue who the BFSC liaison are nor what they do. There is nothing supportive about them so far as parents and staff at school can see.

By providing a nurturing environment a supportive environment is guaranteed is guaranteed.

Rigorous instruction is meaningless if it is not developmentally appropriate.

Collaborative teaching is in no way happening. From what my sources say is teachers are forced to stay extra on Mondays and are given curriculum to review from some where and someone they have never met, and is not human but a data base called Engaged.

Considerate community ties vs strong family- community ties would provide meaningful support and consideration to NYC public School students and their families. Many of the CEC and the CCEC are not meeting quorum and are not representing their community because the parents have no voice or council.

 

Now you try.

 

Also find out who your BFSC is here http://www.uftsolidarity.org/bfsc/ be sure to scroll on the Arrows near where it says ATS

See how willing they are to provide support!

 

Children’s First Networks and accountability

The NYC DOE has 60 Networks that are chosen by Nyc Public School Principals. There appears to be little accountability for these Networks. They are mainly responsible for Staff Development, so if teachers are not effective could some of that be due to the lack of proper support from these Networks? Poor Staff development or lack of?

Lets see what the DOE NYC has to say about it on the page below these is an office called OSS Office of School Support, that is to oversee these networks:

http://schools.nyc.gov/AboutUs/schools/support/OSS.htm

“Office of School Support

The Office of School Support (OSS) oversees the cluster and network structure, which provides instructional and operational support to more than 1,500 New York City public schools with the exception of charter schoolsDistrict 75, and District 79. OSS works with central, cluster and network teams to support school leaders and implement citywide initiatives across all functional areas, including:

  • Performance and academic policy
  • Special education reforms
  • Instructional support
  • Support for struggling schools
  • School budgets and grants
  • Human resources and payroll
  • Facilities, operations and IT
  • Student data systems
  • Enrollment

As you could see this OSS is not identified clearly. ”

The NYC DOE also Identifies the Principal as being an authority on accountability: 

“Networks

As part of a broad effort to empower principals, New York City’s school support structure has evolved into one that is dynamic and responsive to individual school and community needs. As of spring 2010, all schools receive their instructional and operational support from a team called a network. Network teams are made up primarily of experienced educators and professionals who bring expertise in specific areas such as instructional support, special education, school budgets, attendance, and student safety. Network teams support schools both in the field and from their offices around the city.

Principals can partner with one of nearly 60 networks that best meet the needs of their students and school communities. Some networks focus on instructional models that support particular groups of students, such as high school students who are over-aged and under-credited. Others are organized around a particular area of expertise or philosophy, such as project-based learning or leadership development. Networks offer school communities an array of high-quality school support options and let them determine which will best serve their students, staff, and entire community.

Networks are organized into five clusters of about 11 networks each. Cluster teams oversee and support networks and work closely with the Department of Education’s central leadership. Some networks are managed by a small group of Partnership Support Organizations, including New Visions, FHI 360, Fordham University, CUNY, and the CEI-PEA. All clusters and networks are overseen by the Office of School Support. Networks are evaluated annually.

Schools and principals are also supported by their superintendents.

Read more about the structure for supporting schools or find which network supports a school.

Types of Support

Each network team provides broad support to school communities. They offer training and coaching for principals and teachers, share instructional resources to meet each school’s needs, and help schools across the network collaborate with each other. Each network team includes several Achievement Coaches, who go directly to schools to help teachers and instructional leaders deliver rigorous instruction in their classrooms. On the operational side, network team members assist schools with budgets and grants, facilities, human resources, and much more.

Network Teams

Each network team is comprised of about 15 experienced educators and professionals and led by a network leader. Teams are flexibly organized and provide support for schools in the areas of instruction, operations, and student and family services. Each network team provides support to a group of approximately 25-35 schools.

Network Offices

Network teams maintain offices in all five boroughs, working out of 12 locations throughout the City. These offices serve as home base for network teams when they are not supporting schools in the field.”

 It really is not possible for one Principal to hold a whole Network accountable, why not give this power over to the teachers as well? 

 The Networks do not seem to be effective and are often times removed from the community school, since some networks are in other boroughs. These do not appear to be clear guidelines to how often these Networks are required to be in the school either. 

   Most parents and teachers do not even know who or What the CFN is!

NYC Council Pushes For More Diversity at Top Schools. Elementary Level is ignored. Hearing on Diversity in New York City Schools and Proposed Int. No. 511-A, Res. 453 & Res. 442

While the NYC Council focus is on the High school admissions process, they really should start expressing major concerns and discrepancies that begin in Kindergarden and throughout the elementary level. Starting perhaps at the G&T and specialized programs level.

“Specialized programs” and OSE or Office of Student Enrollment, have been creating “specialized programs” at the city wide level and at the school level for quite sometime as a way to weed out the best students.

Does anyone remember the magnet and eagle programs? Where did they go? Specialized programs are created so that the NYC DOE can appeal to upper middle class New York families. They also serve as a way to cloak elitism, racism and prejudices that have been an on going issue in the NYC DOE forever.

Last specialized programs are  very weak in their legal structure see part 200 and part 100.2

http://www.p12.nysed.gov/part100/pages/1002.html

Just imagine for a moment what it must be like to navigate through the NYC DOE process for specialized programs if you did not speak English?

What the city council needs to focus on is the relationship between OSE ( office of student enrollement ) and specialized programs including G&T.

The discrimination is not limited, nor does it begin at high school, It begins in elementary school without a doubt starting with the G&T process which is a nightmare in itself.

This of course could be easily solved by administering a test yearly to all students. If the NYC DOE really wants to provide FAPE without discrimination, this would be the only solution as it provides FAPE and a fair chance to all NYC Public School students and families.

RALLY For Public Education NYC

BILLIONAIRES

BOUGHT OUR GOVERNMENT

NOW THEY WANT TO TAKE CONTROL OF OUR SCHOOLS

DECEMBER 2 • 12 PM

NEW YORK CITY

TWEED COURTHOUSE

52 CHAMBERS ST

They’re some of the richest people in the world. They live in Greenwich, Connecticut, the Upper East Side of

Manhattan and in luxury lofts in TriBeCa.

Their businesses have helped to create the most unfair and most unequal economy in American history. Their money has corrupted our government in Albany.

Now they want total control of education policy and funding. Don’t let it happen.

STEP UP TO STOP THEM!

STOP THE HEDGE FUND TAKEOVER OF NEW YORK

DAN LOEB PAUL TUDOR JONES PAUL SINGER

OPWDD , webinars part 200.

Today was a full day and boy did I learn a lot! I went to a developmental disabilities council meeting all about children’s services. I then went to my SD ( Self directed ) launch meeting which was great!
Last I participated in a Parent to parent webinar that was all about part 200 commissioners regulations for NYS.
Where I learned that a major issue for NYC DOE parents is that the city guidelines really fail in their SOP IEP procedures manual and chancellors regulations to effectively translate the state Commissioners Regulations as far as defining what the special education continuum of services are that can be offered at IEP meetings.

It seems that often what takes place around NYS does not take place in NYC. We are left out because of our size which seems to be very unfair to our children. They are denied services and access to basic resources.
For example when is the last time that you saw a Special needs child offered a one to one Para for the district funded or PTO funded after school program? Often the special needs child is not allowed to participate or cannot participate because the ratio is too high.
The district does nothing to help these parents access after school options, which further oppresses a family. It does not empower them to be independent or successful.

I went to a conference at tweed where a special needs parent asked about special needs children and after school services which of course are available to all children at the participating public school.
The chancellor for special education who’s name I will not mention, failed to even attempt to answer this question. She completely avoided it and changed the topic. This is violation of IDEA and ADA at its worst, our children are clearly being discriminated against by not being able or allowed to access after school programs that are available to typical developing children.
Look out for the next Blog that will provide a list of helpful links to the updated Part 200 NYSED section, the SOP IEP NYC book and of course the Safeguards.
I also plan on developing a state complaint resource outline.

Know who your cluster and CFN are!

Parents and providers working with the NYCDOE should know who your CFN is and their cluster.
Go here for more info :

http://schools.nyc.gov/AboutUs/schools/support/default.htm

These employees are directly responsible for providing support for the school and the special needs population. They can provide RSA’s transportation reimbursement such as (Form TRV-1) and vouchers for IEE ( independent educational evaluations). Be as familiar as you can with these individuals, the parent centers in NYC that are federally funded do not have the capacity or the knowledge to provide this info and I have gotten this info from other parents independently.
You must advocate for your child!

Were Avonte and Dyasha ever offered an Approved private school???

Why is it that children who are much higher functioning are sent to Private schools and those that truly need it were not?

If the DOE NYC really cared about children with special needs they would have offered approved private school placement to these students. These things do not happen in state approved private schools. The doors are locked and safety is a top priority!

The DOE NYC only offers private school to parents who fight for it, which is just unfair and wrong. D75 schools/seats need to be safer and better looked at. LRE should not mean death and mistreatment.

I highly doubt that the DOE NYC ever offered a state approved private school to Avonte’s or Dyasha’s parents. They never admit (with out an advocate) that they cannot teach a child or provide FAPE and they should. It would save everyone a lot of heart ache and money.

When is the last time you heard a child escaping or dying while in one of the schools on this list?

http://www.p12.nysed.gov/specialed/privateschools/853-statewide.htm

or the non approved schools like Cooke or GERSH?

The children below may still be alive today if they had been offered a state approved private school.

http://www.nbcnewyork.com/news/local/Student-Choke-Death-Brooklyn-School-Department-Education-280682712.html

http://www.cbsnews.com/news/cause-of-death-for-autistic-nyc-boy-avonte-oquendo-undetermined/

http://online.wsj.com/articles/missing-brooklyn-student-found-1411049547

http://www.nycparentsunion.org/archives/1302