How the new Framework vision aligns with NYC CEP (comprehensive educational plan), and how it excludes Parent Engagement and Students with Special Needs.

If you look at your NYC schools’ Portal page  by typing the name and then portal page

http://schools.nyc.gov/SchoolPortals/22/K139/default.htm

139

Looking at the statistics and Budget tab to the left and click, Then scroll to the following on that page ( lots of other helpful info on this page so feel free to explore and learn more about your students school). For this blog we are going to look at the CEP (Comprehensive Educational Plan) click there.

139CEP.png

http://schools.nyc.gov/SchoolPortals/22/K139/AboutUs/Statistics/default.htm

and the  plan will come up like this : http://schools.nyc.gov/documents/oaosi/cep/2015-16/cep_K139.pdf

Lets look at page 2. cep_K139

CEPnote.png

Now remember the Framework from my last blog https://nycdoeandme.wordpress.com/2015/11/22/nyc-doe-and-the-new-framework-is-not-working/ cfgraphicslider1 Now you can see exactly  why they created this Framework!

Once again Sadly Students with the highest needs and those that are unidentified are left out of the Framework for student achievement. 

 

The plan is to ignore the students in need, clearly there is not a working model that identifies students in need. Only the teachers and parents that are the most sensitive  and aware will refer students to get tested and recommended for AIS or special education services. I believe that all students should be evaluated for both in a way that is aligned with Scientifically based practices.

 

 

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.

12235089_1665383507072699_8291284601802367894_n

 

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!

 

IEP Tips and the parent concerns box

Is amazing how much the SOPM has missing http://schools.nyc.gov/…/B658DB42-561D-4A93-9707…/0/SOPM.pdf including procedures in respect to part 200 and clear protocol on how to inform parents about accessing the parent concerns section on the IEP! Which is always almost blank. The parent concerns box is right under promotional criteria. After asking many agencies including the DOE NYC about what the protocol is; I finally get an answer from another parent! Simply instruct DOE to place in this section your concerns on the signature page!

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.

School to Prison Pipeline

We need to stop the School to Prison Pipeline now! It would be great to see more protesting on diversity and the current school to prison pipeline.

There is a serious lack of awareness on this issue, it is a systemic problem. In order for real progress to happen we need to start teaching children that All lives Matter. We need to teach them that being different does not mean that they should be secluded or restrained. Parents need to know that they have rights reguardless of their child’s race, religion or disability.

I found the following websites helpful in learning more about this important issue:

http://www.nyclu.org/files/publications/nyclu_STPP_1021_FINAL.pdf

https://www2.ed.gov/policy/seclusion/summary-by-state.pdf

Pages 142-150 are important for NYS and NYC

NEW Chancellors Regulations updated 2014 NYCDOE

While there are hundreds  of ways in which the DOENYC keeps parents up to date, emails, apps, Facebook and twitter, there is still a lack of notice to changes to the Chancellors’s regulations. Some of these below were written about by chalkbeat and reporters. I still make a point to every so often check the regs to see if any updates were made recently, the ones that I did not hear about around student discipline are very important ( verbal abuse and corporal punishment). The process in which these complaints are made, filed and handled  are missing the parents role. Often it is the parent that files complaints, and yet it does not state how those complaints are followed up, in terms of reporting and a time frame. It has been well over six months now that OSI and OGC have been “investigating” verbal abuse with literally no follow up requirements in these regulations it makes it quite difficult to find out if anything will ever be done about the abuse that takes place in some schools. Parents are often locked out of the process and told to wait. There is no time limit for conducting these investigations.

Verbal abuse

http://schools.nyc.gov/NR/rdonlyres/5A530213-F044-4F0A-ACE9-D27112BBFC47/0/A421103014FINAL.pdf

Corporal punishment

http://schools.nyc.gov/NR/rdonlyres/EDE42781-64EC-4875-A277-88038EB08277/0/A420103014FINAL.pdf

Superintendents selection 

http://schools.nyc.gov/NR/rdonlyres/4DB4CFE4-BF76-4288-A35F-60C4A73E5F7E/0/C3782214.pdf

Parent and student Panels

http://schools.nyc.gov/NR/rdonlyres/84610AAE-5D4D-4140-A82A-DA10B9FE547A/0/D140FINAL103014.pdf