This Week
Fahari's Weekly Staff Memo: 3/16/2015 - 3/20/2015
A Message from Fahari's Principal: Stephanie Clagnaz, Ed.D.
QUESTION OF THE WEEK:
How do we measure Fahari’s progress?
The New York City Department of Education released two documents within the last few months to communicate our progress to all of our constituency groups. The documents include targets and ratings set by the Department itself. Here’s what we have been told:
School Quality Guide:
http://schools.nyc.gov/OA/SchoolReports/2013-14/School_Quality_Guide_2014_EMS_K726.pdf
MEETING the DOE target for student achievement
MEETING the DOE target for school environment
MEETING the DOE target for closing the achievement gap
EXCEEDING the DOE target for student progress
School Quality Snapshot:
http://schools.nyc.gov/OA/SchoolReports/2013-14/School_Quality_Snapshot_2014_EMS_K726.pdf
GOOD progress on the state assessment in ELA for all students
EXCELLENT progress on the state assessment in ELA for our lowest performing students
EXCELLENT progress on the state assessment in ELA for our students with disabilities
EXCELLENT progress on the state assessment in mathematics
EXCELLENT progress on the state assessment in mathematics for our lowest performing students
EXCELLENT progress on the state assessment in mathematics for our students with disabilities
95% of our graduates earn enough credits in grade 9 to be on track for graduation
One thing is clear from our data. That is, we have more growth needed on our state assessment scores. We are vigorously working toward this improvement. Our faculty and administrators collaborate in examining formative assessment data and make the adjustments necessary to ensure that our students continuously improve.
When we are given this information by our authorizer, we are able to determine where we stand in relation to the city as a whole, to our local community school district (district 17) and to our peer group of schools (40 schools selected by the DOE who serve student populations that are similar to ours). As we should, we take the DOE’s opinion of our school’s performance and progress seriously.
REFLECTION:
How am I continuing to ensure that Fahari’s students continue to progress?
What internal and external data am I focusing on to make needed adjustments to my lessons?
How am I collaborating with my colleagues to identify best practices that will enhance student performance?
Culture News
On Tuesday I received a call from the Brooklyn District Attorney’s office. The call was regarding two of our 8th graders who have become court involved due to an incident that occurred in our after school program several months ago. I’d spoken with the District Attorney before about the case. We had discussed what our internal investigation had determined about the incident. Since the incident we argued that while the students actions were stupid and inappropriate, their behavior was far from malicious and certainly not criminal. During our call Tuesday the DA shared that their review of the facts had lead to a decision not to pursue criminal charges against the two students. This was great news for the two young men and their families. I was most encouraged that DA had taken the time to slow things down and thoroughly review the facts of the case before moving forward.
Not a day after this, we received a call that one of our 6th grade students had been arrested after dismissal, a few blocks from the school. The young man that was arrested has had a challenging school year. He began the year with poor attendance, and we’ve had major concerns about the folks he associates with after school hours. The 6th grade team has worked very closely with the student and his family, to support him in turning things around. Over the last several months his attendance has greatly improved, and so has his commitment to school. His reading level has improved, his grades are better, and he can often be found staying after school to read with his ELA teachers. This kind of progress is hard achieve with students who are at risk of being gang involved. Yet the commitment of his teachers is making all the difference in this child's life. At the precinct, I found his mother in tears, confused about what was happening. The facts at the time weren’t clear, other than that he had been picked up with three of friends, who did not attend Fahari, while en route to pick up his little sister. We also knew that the police suspected that the young men had done something fairly serious. As we waited in the lobby of the precinct, I saw one of the youth officers who often visits Fahari. I told her that one of the young men was a Fahari student, and that we were worried about him. We waited in the lobby for an hour or so, and eventually the families of the other young men that had been arrested arrived. Thankfully, each parent was allowed to briefly visit with their child. Not too long after I left, the police released the Fahari student to his mother, and shared that he had been cleared of involvement in what the police originally suspected. The police shared that they had reviewed camera footage while the families were waiting, and it appeared that the Fahari student was in the clear.
I’ve thought a lot about these two stories this weekend, because in both cases I was reminded of how scary it can be to deal with institutions-- the police, the justice system, a social service agency, a school, the Department of Education. So often we are powerless and unseen by agencies, bureaucracy, and power. In many cases the nuances of individuals’ stories are lost to policies, procedures, practices, and sometimes politics. When the nuances of individuals are lost, injustice is more likely to occur, and the trust between institutions and the communities they wish to serve is destroyed. These two stories give me faith that when folks within institutions are willing to slow down, and take a closer look at the facts and at the individuals that they hold power over, justice is possible.
How does this connect to our work at Fahari? Collectively we are a part of an institution--the school-- which can often been unforgiving to vulnerable children and families. In our implementation of policies, practices, and procedures, are we taking care to see the nuance and particularity of every child and every family? Do we allow that closer look to create a more complicated picture for us? If so, how does this closer look inform our practice? I’d be remiss if I didn’t connect these ideas to our renewal process. Are the folks in the Department of Education, taking a closer look at the “real stuff” that is happening in our classrooms between teachers and students? Has there been a closer look at the stories of children and families who have found a home at Fahari? The stories shared above give me hope that when we slow down and take that closer look, we can give individuals and communities all that they deserve.
Thanks for all that you do,
Jared Roebuck
Assistant Principal for Administration and Culture
Family Engagement Updates
Team,
Thank you to ALL staff members for supporting our parents in the fight for the future of Fahari Academy! Saturday’s parent meeting went well and we are gearing up for Wednesday’s rally! Fahari supporters will be meeting at the Tweed Courthouse at 2pm to make our voices heard! All available teachers are welcome to attend. Please help communicate to students that they MUST be accompanied by adult to attend the rally. Thank you for continuing to focus our student’s attention on their academic progress including the upcoming State exams. Our families are fully committed to fighting on behalf of our school community!
Have an excellent week!
Ms. Clarke
Director of amily Engagement
Technology, Data and Testing Updates
Did You Know?
For the Grades 3-8 Common Core English Language Arts Tests, only test directions that are to be read aloud to all students MAY BE READ ALOUD. Because the tests measure students’ reading skills (decoding and comprehension), no other parts of these test books may be read aloud. Please note that the test directions are those instructions, usually in bold-faced type, that precede a passage or a test question number. They are not to be confused with any part of the actual student task, which follows the test question number.
2015 State Testing Dates
NYS ELA Exam – Tuesday April 14 through Thursday April 16
NYS Math Exam – Wednesday April 22 through Friday April 24
Grade 8 Written Science Exam – Monday June 1
Algebra I Common Core Regents – June 17
Living Environment Regents – June 16
Jonathan Destine
Director of Data, Technology and Testing
This week's schedule updates
Will it be an A or B week?
We will be following a A schedule this week.
Who Will Be Out?
Monday, March 16th, 2015
Crystal Fernandez
Natalie Guiteau
Tuesday, March 17th, 2015
Crystal Fernandez
Peter Marguiles
Wednesday, March 18th, 2015
Crystal Fernandez
Justin Tyler
Juli-Anne Benjamin (PM Out)
Kim Hunter (PM Out)
Thursday, March 19th, 2015
Justin Tyler
Kim Hunter
Sonia Browning
Friday, March 20th, 2015
Justin Tyler
Kim Hunter
Chante Watson
Nicole Sherrick
Matthew Leister
Upcoming Events
Tuesday, March 17th, 2015
Open House for Student Recruitment
Morning Session - 8:30 am - 10:00 am
Afternoon Session - 5:00 pm - 6:30 pm
Tuesday, March 17th, 2015
Board Meeting - 6:30 pm - 8:00 pm
Thursday, March 19th, 2015
Open House for Staff Recruitment - 4:30 pm - 6:30 pm
Friday, March 20th, 2015
School Dance