Counting All Students!

As a member of the New York City Student Union, I feel that we represent not only the general body of students in the public education system but also those with special needs. When we consider reducing class size and other changes in the classroom we must not forget to incorporate students requiring special needs services. It is difficult to group students with special needs in one category because there are so many different needs. Once program that works with students with disabilities is the Collaborative Team Teaching or CTT. How is a child identified as a CTT student?

When a student enters the New York City Public Education system, identified as having difficulties starting off their education, they are given extra help, and if the difficulty persists, referrals are made for special education services. A psychologist would test the student and if it is determined that a student needs services (ex. Speech, occupational therapy, physical therapy, or special classes) they will receive an IEP, which identifies exactly what their special needs may be. After receiving an IEP they would still be programmed for a CTT class which includes a general education teacher and a special educator.

“If a student continues to require more support after trying the services mentioned above, the next step on the continuum of services is called CTT.” This is where there are two full time teachers, a regular education teacher and a special education teacher where children with disabilities are in the same room with students without disabilities.

Learning for the Regents or for the Life

As students in the New York City Public Education System, we are required to take a certain number of regents, but real information do we learn when we learn for the regents? Many of my friends from other schools complain about how they are fed up with learning just for the regents. As a student from the Academy of American Studies, I have not had this experience.
For example in my biology class freshman year we begin our class hoping to finish the topic, which my teacher intended to finish covering on a specific day, but instead we end up not even half way through the topic and instead on a related topic that we help us latter on in the future, but will not be covered in our exams.

Not only is this prevalent in biology class but also in our American history classes. We begin to talk about the Great Depression, and end up talking about the current election, and different stands each candidate is taking on a certain issue. This is very helpful to us as students because it molds us to be informed citizens and educated voters in the future. It can also be tied back to the Great Depression by connecting the current state of our economy and relating to that of the late 1920’s, and the different political tactics the presidents used to try to help the country rise up from the depression.

The idea of learning for knowledge should be the focus of the class and not to prepare solely for the regents. I do not condemn testing, because I do feel that it is an important tool in measuring a certain amount of information that the student has retained (although it may not be a correct calculation). While expanding our horizons our teachers were still on track with teaching us what was on the regents and so we were very well prepared for the regents as well like the real world.

Teen birth rates up again

Insideschools.org has reported “teen birth rates have gone up for the first time in decades, at a time when more money than ever has been sunk into abstinence”. What is causing this?

Researchers think that misinformation about safe sex practices are the cause of this, others say its because young women want babies. Are these young women ready for this responsibility? The DOE is now recommending a program about sex –Ed and not only abstinence. This is to try to fix the “miscommunication” of information. It will include more information about contraception.

As a student in NYC I am looking forward to this new program. I know some teenage girls, that have gotten pregnant, and it was not because they wanted a baby. I’m not sure how effective this new program will be, but it does comfort me to know that the state is doing something to address this disturbing problem.

ID scaners..2 weeks later

It has now been more than 2 weeks, since the ID scanners have been put into place in our school.

Surprisingly I have not found it to be such a hassle and problem as I had thought. Every morning students use the side entrance to enter the building and swipe their cards. Many students have stopped complaining because the process is not tedious at all, and does not force us to stand in long lines.

Although the process is not tedious it is still unnecessary in a small school such as mine, which also has two buildings. Because our school has two buildings and has only one ID scanner, it is useless since teachers in the other building still have to take attendance.

One complaint that is still rampant is the complaint that we now have to enter from the side entrance instead of the front, which is much more convenient. Overall I believe that the ID scanners in my school were not a failure, but did not, and do not really serve a purpose.

Update On ID scanners

On November 19, 2007, my school was going to begin its experiment with ID scanners. When students arrived on Monday, they were directed towards the side entrance, but they did not have to scan because the system was down. On Tuesday, it was raining, and so they decided to let students in without scanning, and on Wednesday, we once again did not have to scan our ID's. This great news has now relaxed our student body, yet we anxiously await this coming week to see if this new system that was supposed to be in place last week, will still be followed.

ID Scanners Come to AAS

On Monday November 19th, 2007 my school will begin using the CAAS system for student entry into the building. This is an ID scanning system. Many students were upset after receiving this information on Wednesday. The Academy of American Studies, a tight knit community of students, who are familiar with all the teachers, and staff in the building, were completely puzzled by this new system. Why was there a need for scanning ID’s when there have been no reported problems with just showing ID’s to the school safety officials? According to this new policy students would enter from the side entrance instead of the main entrance. This has created many concerns for the students in my school. This system will be put in place from 7:10 to 10:00a.m from Monday to Friday.

Personally I wake up at 5:00 to reach to school at exactly 7:15, and this new system creates a new problem for me. I would have to wake up earlier, to arrive at school earlier, just to wait on line, to swipe my ID. I would have to wait for the people who may have left their ID's, and for those who may not know how to swipe their cards, and for those whose ID cards may be invalid or do not work. This creates chaos and havoc not only for the students but also for the teachers, who will have students continuously walking in late to class because of the new ID swiping machine.

My school is a campus, and has two separate buildings. These scanners are put in place in the north building but not in the south. This to me seems unfair. What is the point of the scanners then if only one building has them?

There is also a safety concerns connected with this new policy. Students will now be entering through the side door instead of the main door; this may lead to more students cutting school. This also is a safety concern because students would have to cross the street and walk all the way to the opposite end of the street and turn a corner to get to the side entrance. There is still a great deal of confusion between students around this policy. I for one am looking forward to seeing how this policy is implemented, and how it will affect my classes. I know I will be a very upset student if on Wednesday I am late of my AP calculus quiz at 7: 15 because of this new system.

Documentary on Policing and Metal Detectors

Students at Bushwick high school have to go through metal detectors daily. One student had his pencil sharpener and white out confiscated because “they” said these items could be used as weapons.

Santy Zambrano from the Bushwick School of social Justice said “We should feel comfortable in our schools. That comfort zone isn’t being provided”. Many students at schools with these permanent metal detectors feel the same way. Metal detectors have been a serious issue. How safe do metal detectors actually make schools? What affect does this environment have on the students?

Three 5-minute documentaries on policing in city schools were screened by students in the Urban Youth Collaborative with help from the New York Civil Liberties Union. These students are trying to convey a point. These students are not criminals. Creating an environment where students do not feel safe, will lead to upset students who will turn to crime, or dropping out of high school. So much money is going into providing school safety equipment and to hire police forces, why not spend this money on creating a better school environment?

Coming from a small school environment with no metal detectors, I can say with pride that my school is a safe and has a welcoming environment. School Safety agents are friendly but strict on policies such as clearing the school building after school, or when it comes to showing Ids before entering the building.

Some students recently heard that students will begin to have to swipe their Id cards to enter the school building, and this alone caused alarm. It is very important for students to feel welcome in their school, because they spend most of their day there. It would not be a good idea to risk the mental health of the other students in the school, just for a couple of bad ones.

There should defiantly be measures taken to keep the students in school safe, but making them feel like they are in a prison is not the right way to go.

Got Something to Say?: Student Government

Editor's Note: Below I have copied a conversation over Ashu's recent post "Are Student Governments Necessary". It's a very interesting conversation and the kind of debate we really look forward to having on the NYC Students Blog. It also gives you a nice sense of the kind of debate that takes place at our meetings. BTW I re-formatted both posts for your viewing pleasure. Enjoy- Seth

Louis said...

Let me preface the comments with my guarantee of the utmost respect for your work Ashu and the work of your SGO. That said there were a couple points I felt it important to make.

While I agree with your contention that SGOs are important, their role as displayed seems contrived. You talk about helping the student body and this is indeed imperative but I would say this is not helping them to feel at home but rather to handle the numerous administrative issues that undoubtedly arise. Further, planning activities is fine and dandy, but I personally feel that there are enough issues already in each school: funding, scheduling, structure, etc. that are more crucial and should take an SGO’s focus.

Indeed the effectiveness of the school is crucial and should take precedence over its welcoming atmosphere. Though this is entirely imagined, it is not beyond the pale of reality to have a school with glorious activities and no curricular achievements or uncommunicative teachers, or the ilk. Creativity is also very nice and pleasant but sometimes all a problem needs is some clout and an avenue to a faculty ear.

You contend that if students like their environment they will stay in school and learn. While this is true, there needs to be a proper and adjusted system in place, achievable only through communication between student body and administration as handled by a SGO, to educate those children remaining in school due to your efforts. You seem very interested in empowering students to implement ideas but in so neglect reaching out to students who have major problems and have no clue, or worse no power, to fix them.

Finally, “It is necessary for all schools to have a student government” not simply for a student’s comfort but because otherwise schools would continue to operate in naïve counter-educational fashions.


Ashu said...

Your arguments are valid such as "Though this is entirely imagined, it is not beyond the pale of reality to have a school with glorious activities and no curricular achievements or incommunicative teachers, or the ilk. " But I believe that small steps lead to greater results. So, if we start out by putting a student government in every school, that is inviting, and makes the school inviting, I believe that it could be considered the first step toward many problems. Student governments should be dealing with all aspects of a student’s life, and that includes teachers, staff and administration.

The way to solve problems of an uncommunicative teacher is to try to solve the root problem (if possible, and this is usually through trial and error). The teacher may not feel comfortable in the school and thus may not be cooperating with students. Using my school as an example we hold many events that get teachers and staff involved. Our student government sends cards thanking teachers, for their hard work and dedication. There can be many reasons, and I am not saying that every problem has a simple solution as the one described above. Once students with the help of their SGO’s feel more comfortable in their respective schools, they would be willing to cooperate with staff and fellow classmates, making the school environment better.

You mentioned the administration, well student government is the link between the administration and students, and so for those students who do not know how to solve certain problems, student government can be the go to point for them. My SGO has a council called “Principals council” which meets once a month and consists of 4 representatives, one from each grade and our principal. Last Friday one of our representatives on the council presented the issue of soaps in the bathrooms, because many students had brought to his attention the lack of soap quality. He brought this concern of the students, who otherwise may have never had their voice heard, to the principal. Monday morning we had new soap in out bathrooms. I understand that the type of soap may not be the first concern of many students in other schools, but this is just an example of how student governments are effective in a school, and how they affect the school environment in a positive way.

There are problems with every solution. I am simply advocating for student governments in other schools, because I see first hand the difference it can make in a school. SGO sponsored events pulls together people from all different backgrounds and groups and making the school achieve a more united feeling. With this united feeling, students can feel more safe and welcomed within their schools. Of course all schools are not going to achieve this, because of maybe the ignorance or apathy of some students, but if it helps some students, it would be worth it.

I appreciate the feedback, and I believe that you made some very strong and valid points. My views on certain issues may be slightly biased because of my personal experience in an effective student government.

Measuring the Effectiveness of YOUR student government

These questions may help you to determine the effectiveness of your student government.

Some questions to ask the COSA of your school:
What is the role of a student government?
Is your student government fulfilling that role?
What events specially is your student government active in currently?

Presidents:
How would you like student government to be run? What goals and expectations do you have in mind?
Currently what is the status of your student government?
What do you think you can do to make your student government run smoother? Is it a possible goal? Would you need any assistance in achieving this goal?
Do you know anything about how other student governments are run in other schools?

For the Reps:
What kind of work are you currently involved in?
Is this what you pictured student government to be?
What is your role in student government?
What exactly do you think a student government is supposed to be and supposed to do? Has your student government accomplished that?

For some people that are not involved in student government but are defiantly affected by student government (the general student body!!) :
Do you know if your school has a student government?
Do you know what your student government is currently doing?
What do you think student government is supposed to do? DO you believe that your student government has been doing any of those things?Do you believe having a student government in every school is important? Why or why not?

Are Student Governments Necessary?

As a current student government president I would argue yes.

Student Government is an organization that allows all students a chance to voice their concerns. How, you may ask do all students get their voices heard if there are only a select amount of representatives in student government? Well it is the responsibility of the class officers, or representatives to reach out to the entire student body and help them. The role of student governments may be different in every school depending on size and structure, but nonetheless the role of a student government is crucial.

Student government in the Academy of American Studies is responsible for planning all school activities such as dances, pep rallies, talent shows, etc. Any activity that involves students is something that student government plans. I believe that student government is like a think tank. We think of creative and innovative ways to make the school a much more effective and welcoming environment. If students enjoy their environment they will be more likely to stay in school and learn. We reach out to students who may have great ideas but may not know how to implement them.

Currently my student government is working on our annual Halloween Costume contest, and Pink Day, which supports Breast Cancer. These small activities keep students motivated. It is necessary for all schools to have a student government because it helps the student feel as if he or she is apart of the school, and not just in it.

Do You Understand What You're Reading?

Independent Reading is great, if you knew what you were reading! “Balanced literacy” has replaced old boring textbooks, but do kids actually understand what they are reading during their independent reading time? Inside Schools reported that it saw students just “flipping pages of books they weren’t ready to read”.

In 8% of the schools surveyed, children receive small group instruction in a
"guided reading group" only once or twice a week.

It is important for children at an early age to understand how to read into a book, and analyze parts of literature. When children get into high school and have to do “close reading” on a certain book, they are totally lost. When it’s time for a group discussion, they have nothing to say. This can lead to student apathy in school. Reading is also an essential part of growing up and school in general.

A guided instruction time also does not mean that, the teacher will dissect a book for a student, but instead teach the student by asking questions, about certain parts of the book. Learning terms such as imagery, symbolism, and figurative language, in junior high school, can be very beneficial to students as they enter into high school. Personally as a student who attended Louis Armstrong Middle School, I have learned that guided book talks with my English teacher helped me tremendously. When I entered high school, I had a higher level of understanding and appreciation for literature that many of my peers either discovered latter on, or never understood. For our “independent reading” time, we would be split in groups, in which we decided which book we would like to read, we kept logs, and wrote down symbols, and had group discussions or one with our teacher at least once a week.

Reading books of literature, helps build vocabulary, and writing skills. Reading also helps students and prepares them for the SAT’s or ACT’s that they may plan to take in the future.

Are Smaller Schools Better?

As a student who attends a small high school, I have seen first hand the increase in education quality. Compared to bigger high schools, smaller high schools tend to do better; because of the individualized attention each student receives. It was announced that the June graduation rate for new small schools exceeded 70 percent for the second consecutive year. One of the department of Educations School reforms has been to break down larger schools that have done poorly into smaller schools, and this has been proven to be very efficient. More than two-thirds of students in this year’s graduating class entered these new schools performing below grade-level and now have graduated receiving a high level of achievement.

These small classroom environment helps students feel as if they are important, and help them feel more at home. Small schools also make it easier for the teachers to get to know the students better, and identify their strengths or weaknesses. Being in a small school I feel as if I can communicate better with my peers, and there is less violence and also because it is such a small school violent breakouts are less common since there is usually always an adult around. This safe environment promotes learning. In my school every teacher offers after school tutoring, and this is very helpful, because these tutoring sessions have an even smaller amount of kids, so each individual receives the attention they deserve. It’s also a more comfortable environment, because there is less people, you feel like they are family, and most students are not afraid to ask questions in front of family. Although many other problems arise with the creation of small schools, such as the lack of supplies, and enough equipment, it has had a positive overall affect.