225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016
PARENT BLAST Upcoming Events
March 17th- Student-Led Conferences (11:30 Dismissal for all students and No PM Bus)
March 25th- Good Friday (No School)
April 6-8- NYS ELA Tests for Grades 3-8
April 13-15- NYS Math Tests for Grades 3-8
Dear families,
Last Friday, our eighth graders received their high school admission letters from their advisors. Armed with Hershey’s Kisses and tissues, Mr. DePasquale waited in the hall to celebrate and console students as they rushed out of their classrooms. It is a scene to behold—a collective release of unbridled joy, relief, and disappointment spilling out into the narrow corridors of our school. I feel for the students that they are caught in the middle of this unwieldy admissions system, yet am reassured by the incredible love and individualized support the 8th grade team provides. This year I am happy to report that there were far more cheers than tears. Thanks to expert advising from Mr. Weaver and tireless attention from teachers and families, 98% of Arts and Letters students were matched in Round 1 of the admissions process, with 74% of students receiving a seat at one of their top three choices. (*See the impressive list of schools attached to this blast)
This time of year gets me thinking about our preparation of our young people for the wider world. We try to grow independent and flexible thinkers while providing enough structure to support students as they find their way. Students have multiple exposures to curriculum and experiences that encourage curiosity and commitment to making our world a more just place, be it through the analysis of the Civil Rights Movement, or petitioning for healthier school lunches right here in New York City. We also seek to strike the balance between celebrating individual achievement and cultivating what a newcomer to our community coined a “quiet pride.” These values aren’t always championed or reinforced by popular culture.
1 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 Recently I came across a report released by Harvard University titled “Turning the Tide” urging for an overhaul of the college admissions process. According to the recommendations, colleges should exert their influence to place increased value on the “meaningful contributions to others, authentic experiences with diversity, leveling the playing field for economically diverse students, and service that develops gratitude and a sense of responsibility for the future.” More than eighty-five top colleges and universities have signed on in support. It feels validating to read that the world of higher education is recognizing what we’ve been pushing for here at Arts and Letters from the start.
We continuously strive to make our school a place where we simultaneously challenge and support our students. There is always work to be done and revisions to be made. However, at this moment in time, let’s celebrate together. Our students have incredible opportunities coming their way! -Meg http://mcc.gse.harvard.edu/files/gse-mcc/files/20160120_mcc_ttt_execsummary_interactive.pdf?m=1453303460
Thursday’s Book Talk Word of the Week with Ms. Ballantine The Truth About Forever by Sarah Dessen Assess : to make a judgment about (something) A long, hot summer...That's what Macy has to look forward to while her boyfriend, Jason, is away at Brain Camp. Days will be : to officially say what the amount, spent at a boring job in the library, evenings will be filled with value, or rate of (something) is vocabulary drills for the SATs, and spare time will be passed with her mother, the two of them sharing a silent grief at the traumatic loss of Macy's father. : to tax or charge (someone or something) But sometimes, unexpected things can happen—things such as the catering job at Wish, with its fun-loving, chaotic crew. Or her : to require (a person, business, etc.) to sister's project of renovating the neglected beach house, awakening long-buried memories. Things such as meeting Wes, a pay a particular amount of money boy with a past, a taste for Truth-telling, and an amazing artistic talent, the kind of boy who could turn any girl's world upside down. As Macy ventures out of her shell, she begins to question her sheltered life.
Is it really always better to be safe than sorry? Celebrations for 3.11.16
5th Grade: Ozzy Barron- SHOW 7th Grade: Stevie Sinclair- SHOW Kevin Williams orange Eliott Kersaint-Courage 6th grade: Anthony Breland-Courage Quentin Murphy- Confidence 8th Grade: Jordan Haygood- Confidence 2
225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 IN THE CLASSROOM
K-4 Visual Art with Ms. Jackson
My favorite me of year…The art room is in full swing! Construc on, weaving and sewing, anima on, and the all new… Architecture Center! (See bulle n board out side of Ms. Song’s class.) This is the me when students develop longer-term projects that some mes use mul ple centers. It may be a constructed house that is painted with woven rugs, hand made furniture and miniature deserts made with beads that are hot glued together. It may be a deep inves ga on into drawing over a long period of me. It can look a million different ways when there are so many op ons. This is the me when dormant ideas come to life, when students discover they are actually a weaver or a painter or a builder or someone who is trying many different things.
Ar sts Curate! In this unit, Kindergarteners are introduced to making plans for their artwork. A prac ce that is done from 1st grade to 4th. We looked at sketchbooks from the 4th graders and talked about going into your center with an idea in mind. Some of the kindergarteners are already there, pushing through long-term projects that keep on building on themselves. The planning is a way for students to work through ideas, have a place to start and to push the work from materials explora on to idea development. First graders will look at how to make an exhibi on idea. We will look at different styles of exhibi ons and maybe even create our own exhibit!
Ar sts Take Risks! Second Graders will look at different ways ar sts take risks such as appropria on, poli cal, and style, and be challenged to some risks of their own.
Ar sts Solve Problems! In grade 3 students will be encouraged to solve some problems in art, from structural challenges, material limita ons, to monochroma c pain ng. They will then be asked to solve a problem of their own. In grade 4 we will look at how ar sts solve problems in the world as well as in their own work. We will look at ar sts Pepon Osorio, Ai WeiWei and other ar sts who solve ar s c risks. Students will be challenged to create work that solves a problem.
****Ask your child about their artwork at the Student Led Conferences, they have worked hard on ar st statements and work is hung in the hallway!****
3 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016
Willoughby 1st Grade with Ms. Cabrera and Ms. Boodhoo
This week, Willoughby scientists were back in the “lab” again, conducting a science experiment to explore states of matter through familiar items in the kitchen. In this case, it was transforming drippy pancake batter into deliciously hot (and firm_ pancakes. Each student had the opportunity to experience a solid (Dry mixture) turn into a liquid by adding a catalyst (Heat) how it changes its state back to a solid. The students were amazed!!! The wonderful aroma of pancakes, made by scratch by tiny hands of Willoughby students, filled the room. Stomachs of these 1st grade scientists grumbled, but they all had the chance to eat these yummy treats before heading to recess.
Reading: In reading, we learned about the setting of a story (where the stories take place). During read-to-self students read to find the setting of their stories. Also, students learned about the acronym P.I.E.( Persuades, Informs, Entertain); the reason why an author writes books. Students read-to-self to figure out why the author wrote the book that they were reading.
Math: Students have explored measurements using non standard tools such as paperclips.
Writing: Students continue to work on their “how-to” writing. Once they completed an experiment, students write a how-to explaining the process of the experiment, such as how to make pancakes. It is aligned to our informational writing piece.
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7th Grade Math with Mr. Fischler
Celebrating Excellence
Last week, an 8th grade student, Cecely Garcia, was admitted to Stuyvesant HS, after performing excellently on the Specialized High School Admissions Test. I was overjoyed for her, but not surprised. She had dedicated her summer to preparing for the test, so her success was no coincidence. She believed and trusted in herself to work hard, and her hard work paid off.
Her story of empowerment mirrors those of many Stuyvesant students. In 1971, nearly 80% of the school population was white; today, white student enrollment stands at around 20%. Moreover, 75% are immigrants or children of immigrants, and 45% are economically disadvantaged and qualify for free lunch. Stuyvesant, a school that once arguably represented white privilege, is now largely a school that serves the underprivileged.
On a personal level, my wife and I are both Stuyvesant alumni. I am the son of a bus driver and nurse; she is the daughter of a hotel maid and waiter. Our friends there came from similarly modest, working class families. These stories and statistics illustrate the humble backgrounds of the students at top city schools. As a teacher in the NYC public schools, I truly feel honored to be part of a school system that values and celebrates socioeconomic diversity.
As 7th grade students and families are looking ahead to April’s state tests, as well as to next fall’s SHSAT and high school applications, I urge you to keep Cecely’s example in mind. Students who feel empowered can set high goals for themselves and then work to achieve them.
Principal's Note:
I want to highlight what Mr. Fischler writes about the demographic shifts in Stuyvesant over the years. There has indeed been some progress. However, we need to push the city to do more to make sure that all NYC communities are represented at schools like Stuyvesant. The percentages of African-American and Latino students at the Specialized High Schools are far too small. The city needs to be offering more free or inexpensive SHSAT prep programs in schools and in community centers across all our neighborhoods.
5 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 A & L HAPPENINGS 8th Grade Book Clubs
1st and 5th Grade Buddies Play Board Games
6 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 Clermont Guinea Pig Share
7th Grade Socratic Seminar
A&L United Basketball
7 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 Dekalb Trip to Saraghina Pizzeria 3.9.16
8 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 Vanderbilt Trip to Prospect Park 3.9.16
9 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016 Recess Corner
10 225 Adelphi Street, Brooklyn NY 11205 Week of March 11th , 2016
Arts & Letters Class of 2016 High School Acceptances
Art & Design (3) Bard High School Early College Beacon (4) Bedford Academy (3) Benjamin Banneker Academy (4) Brooklyn High School of the Arts (3) Brooklyn Technical High School Cristo Rey High School (5) Edward R. Murrow High School (2) Fiorello LaGuardia High (3) Frank McCourt High School (4) East Side Community School Essex St. Academy (6) Harvest Collegiate (2) The High School for Public Service The High School of Fashion Industries (3) The High School of Economics and Finance Hillcrest High School Gramercy Arts High School (2) Institute for Collaborative Education Manhattan/Hunter Science High School Medgar Evers College Preparatory School Midwood High School (4) Millennium Brooklyn High School Origins High School Park Slope Collegiate (2) Stuyvesant High School Urban Assembly New York Harbor School (3)
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