Photo By Bess Adler

Manhattan’s Professional Performing Arts School is like “one big family” according to students. Created in 1990 to educate students wanting to earn junior high and high school diplomas as well as train professionally and vocationally in the arts, PPAS provides an environment rich in academic and arts courses.

Each morning, students undertake rigorous academic classes. Those are followed by professional arts instruction in the afternoons. PPAS students major in one of four arts disciplines: musical theater, dance, vocal or drama. A typical school day includes academic instruction from 8:15 to 1:20. After 1:30, students spend time pursuing their chosen major into the late afternoon.

Principal Keith Ryan is in his eighth year as an administrator at the school. Before he became principal, Ryan taught English and history for the Professional Performing Arts School. Ryan believes that PPAS offers New York City students unique opportunities. He loves PPAS’s “partnership structure and being able to work with local arts organizations.” Students in grades six through twelve study with professional artists, which is how the school gets its “professional” name, according to Ryan. PPAS has partnerships with the Alvin Ailey School for dance, Rosie’s Theater Kids for musical theater, the National Chorale for singing and Waterwell Theater Company for drama.

Ryan is especially excited about PPAS’s partnership with Waterwell. He says, “We’re in our third year of doing the New Works Lab with Waterwell Theater. We’ve created a drama performance where we pull in up-and-coming drama directors and playwrights, and they work with our drama students to create a brand-new play.” Ryan jokes that he likes to call the new, never-before-seen original material “worldwide premieres.”

The Professional Performing Arts School, which has a 98 percent graduation rate—the third highest rate in New York City—provides advanced placement classes and college credit opportunities. The school accepts New York City residents from across the five boroughs, but students must audition in order to be accepted. Ryan says that entry into the school is “quite competitive; we accept about one out of every 15 to 20 applicants.” Currently, there are 80 middle school students and 400 high school students enrolled at PPAS.

PPAS also offers a wide range of extracurricular activities. “Most extracurriculars tend to be somehow connected to the arts,” says Ryan. Shows will be put on as fundraisers. Students are currently partaking in Hurricane Sandy relief through their performances. PPAS is also a member of the Public Schools Athletic League. Academically, students are committed to social justice. Seniors participate in an exit project, where they write a 15-page paper on public policy.

Ryan sees his students head off to diverse colleges and universities after graduation. “The majority of students go to four-year colleges or conservatories.” Many students attend Ivy League schools. The University of Michigan School of Music, Theatre and Dance, which has a notable conservatory program, is also a popular choice for PPAS graduates.

Notable alumni include musician Alicia Keys and actors Lee Thompson Young, Victor Rasuk and Jesse Eisenberg. Though she did not graduate from PPAS, pop singer Britney Spears also spent some time at the Professional Performing Arts School.

Science & Technology

Photo By Aaron Adler

Crystal Bonds, principal of the High School for Math, Science and Engineering at the City College of New York, calls her school “Manhattan’s treasure.”

“We have phenomenal students who have exceeded way beyond our expectations, and their own,” she said.

The High School for Math, Science and Engineering (HSMSE) was established 10 years ago as a joint initiative between the New York City schools’ chancellor and the chancellor of the City University of New York.

The school is one of nine specialized public high schools in the city. Incoming ninth and tenth graders must test to get into the school, which teaches a rigorous curriculum and this year accepted only 440 students. In April of 2012, the school was named the most diverse in New York City by the New York Times, and its students come from all over the five boroughs.

Bonds said that the school’s faculty sets it apart.

“More than half of our teachers have job experience in their industry. They make the learning applicable to life,” she said.

Those teachers impart real-world knowledge to their students, who in their sophomore year choose between three tracks: the Advanced Engineering Program; the Mount Sinai School of Medicine Biomedical Research Program; and the Mathematics Program.

Teachers in the engineering program include five engineers, who focus on “innovation and design” in their courses, according to Bonds.

Students who choose the engineering major benefit from HSMSE’s partnership with the Grove School of Engineering at the City College of New York (CCNY) and are given the opportunity to apply for a paid research internship at CCNY’s Grove School of Engineering.

Medicine majors complete a demanding two-year program at the Mount Sinai School of Medicine. In their first year, they complete a research internship in one of the hospital units, such as cardiology, oncology or obstetrics. In their second, they are placed in clinical and laboratory internships that prepare them for college and medical school.

The math concentration at HSMSE was started just two years ago. Students in this major study advanced math and complete two semesters with the Varsity Math Team. Eligible students may also study alongside college students at CCNY, taking courses like pre-calculus and calculus after school and during the summer.

David Scheiman has been a math teacher at HSMSE for six years. He said the students at the school are unique not only in their brightness, but also in their humility.

“Our students are extremely eager to learn, but they’re also very humble and willing to take criticism,” he said. “They want to get better. These are students who come to school early in the morning for extra help.

“There’s no sense of competition between them,” Scheiman said. “They want to help each other. That’s very rare in rigorous programs like this one.”

Bonds said that the school’s administration constantly seeks new ways not only to challenge its students, but also to support them. To that end, she created a new program this year called Freshman Academy. Every day, ninth graders meet for 45 minutes to learn the basics of organization: how to plan their day, how to manage their workload, and how to come up with effective plans for studying at home.

“Our students come from all over, and have had very different experiences when they get here,” Bonds said. “Freshman Academy brings all of them onto the same page.”

Bonds said she looked forward to continuing to introduce students to new modes of learning.

“Some of our students haven’t had much exposure to science or math or engineering before coming here,” she said. “We want to expose the children to these subjects with the hope that they gain a passion for them.”

Photo By Bess Adler

At Winston Prep on West 17th Street in Chelsea, one parent will never forget the look on her daughter’s face as she won a “Coach’s Award” one year and “Most Improved” the next for her school’s track team. Suzanne Engel’s daughter, Shira, was not a very fast or skilled runner, she was determined. And, Engel said, this acknowledgment really stuck with her daughter.

Shira is one of approximately 200 students at Winston Prep, a middle and high school for special-needs students, including dyslexic and non-verbal children. They also admit students who have difficulty with executive function, or day-to-day student skills.

“Parents don’t think they want to send their child to a learning disability school, but this is an awesome community,” said Headmaster Bill DeHaven. “It’s the teachers, it’s the way our kids all struggle together. It’s like ‘hey, you may not be able to socialize as well, and I may not be able to read as well, but we can help each other.’”

During the admissions process, students take an exam and have conversations with administrators to determine their skill level and individual needs, said Kristine Wisemiller, the director of admissions. Then, based on that assessment, the child is grouped with other similar students, based on ability, not grade level. The dyslexic children then can focus on language mechanics, and executive function-struggling students can learn how to be good students. Teachers also meet with students for one-on-one sessions every week.

The school does not use a typical Regents curriculum, instead focusing on reading, writing and studying skills. This is one of the reasons the school is so successful, DeHaven said. The teachers do not even have a set teaching methodology, he said.

“The analogy we use most often is that we try and put as many tools in our teachers’ toolboxes as we can,” DeHaven said. “We want our teachers to be familiar with many methods of teaching.”

The different methods of learning don’t stop at the classroom door, either. Even with only 200 students at the school, students can participate in sports like track, soccer and basketball, or try out for a play in the school’s drama program.

Service is also a large part of education requirements at the school. Within the last few years, student volunteers have been volunteering their time to help victims of Hurricane Sandy.

DeHaven boasts that 90 percent of Winston students go on to two- or four-year college. But even with that impressive rate, he worries about the other 10 percent, so they have implemented a new college transition program. The participants go to school half of the day, and intern at various places like travel agencies and the DJ Academy.

Above all, the best part of Winston Prep is watching students graduate and move on to bigger and better things, DeHaven says. This year a former Winston student came back to replace a teacher on maternity leave.

“The school really works towards complete independence for all kids,” Suzanne Engel says. “They become independent learners and really push the children toward developing a self awareness.”

By Kathleen Culliton

Photo By Dale Eisinger

The fourth graders learn to play trumpets. The kindergarteners grow vegetables in Battery Park. The middle-schoolers play chess at lunch. This is PS/IS 276, Battery Park City School, an elementary school that goes beyond test prep.

Battery Park City School has already earned an excellent academic reputation among New York City parents since opening in 2009. It is one of the few schools to receive a 10 out of 10 rating on GreatSchools.com and has been named this year’s Rising Star in Manhattan Media’s Blackboard Awards.

“The emphasis is on the whole child. So many other schools emphasize math or science. We emphasize the student,” PTA co-president Matt Schneider said.

Schneider credits Principal Terri Ruyter with the school’s success. Ruyter has been a dogged advocate for the school. “She is very well respected and able to attract the best and the brightest teachers. And over time, those teachers have loved being here,” he said.

Ruyter encourages teachers to engage students both mentally and physically. The art classes take field trips to the Guggenheim, the science classes have urban farming projects in Battery Park, and the music department is developing a marching band.

“We try to get the children outside a lot to get their bodies moving, ” parent Michele Zarrario said.

PTA co-president Howard Sadowsky is currently developing a new program he calls Saturdays at 276, which will offer classes and recreational activities in the gym on weekends. PTA members are currently discussing how to include yoga and fencing into the program’s curriculum.

The school’s commitment to its student also extends beyond academia and athletics. Battery Park City School is the first school in New York City to qualify for LEED certification. The school’s many classrooms, art studio, music room, science lab, library and two gymnasiums are powered by solar panels on the roof. Students are encouraged to compost after lunch.

And while parents and faculty are enthusiastic about the school’s progress, it also faces problems. According to Schneider, the main challenge for Battery Park City School is overcrowding. The city has repeatedly increased class sizes, and the school struggles to keep up. “We have a beautiful art room with a kiln. That could become a classroom. The music room? That could become a classroom.”

But Ruytner is working ceaselessly within the community to address the problem. She’s working with city officials and parents to find balance. Schneider believes the answer will come from the teachers.

“Parents automatically say let’s get another teacher in there who will be constructive. We thought it would be better to let the teachers decide. It may be by a multifaceted system. What’s needed in kindergarten may be what’s needed in seventh grade.”

But regardless of how many students attend Battery Park City School next year, those accepted will be welcomed by Ruyter. That’s because she genuinely likes and appreciates her students. Her eyes lit up when she told parents about the new school slogan, “The Chargers—The Spark of Battery Park.” It was coined by the students.

“They’re so sophisticated in their thinking,” she said.

By Susan Armitage

Photo By Emily Johnson

A rigorous, honors-level academic program and opportunities to take college courses at its partner, Baruch College, set this school apart. But Baruch College Campus High School (BCCH), located in Manhattan’s District 2, is about more than just book learning. Through community service and a four-year advisory program, the school strives to foster social responsibility and support its students emotionally as well as intellectually.

“Students feel very connected to the school,” said Principal Alicia Perez-Katz. “It’s a safe place where kids can learn and there’s a depth in discussion.”

“It’s like a hidden jewel,” said PTA President Sybao Cheng-Wilson. But with good word-of-mouth reviews and 100 percent graduation and college enrollment rates, the school hasn’t been able to keep its success a secret. A screened school, BCCHS saw a 63 percent increase in applications between 2010 and 2011. In the 2012 admissions cycle, for the second year in a row it was the city’s most sought-after public high school, with 6,465 students vying for 111 freshman seats. The school’s total enrollment is 441.

Despite the highly competitive admissions process, Perez-Katz said BCCHS takes students with a wide range of abilities, including non-native speakers of English. Approximately 60 percent of currently enrolled students are Asian and 13 percent are Hispanic. Almost 55 percent of students in the 2011-2012 academic year were eligible for free or reduced-price lunch. Writing and literacy are strong focuses across the curriculum. The school identifies students with potential and elevates their performance to “not just passing, but doing very well at the honors level,” Cheng-Wilson said. The College Board Advocacy and Policy Center included BCCHS in its 2012 catalog of effective practices to expand education options for students from low-income backgrounds.

Freshmen are placed in an advisory class that stays together for all four years of high school and meets four times a week. To foster bonding, freshmen also attend an overnight retreat. The advisory program, which has been studied by the Bill & Melinda Gates Foundation and New Visions for Public Schools, provides a structured environment where students set academic goals, complete service learning activities and hone skills like time management. BCCHS received a 2012 Service in Schools “Excellence in Service” Award for its community service programming.

The school’s math department has also garnered national recognition. BCCHS’s Elisabeth Jaffe was one of two New York state teachers to receive the 2011 Presidential Award for Excellence in Mathematics and Science Teaching. BCCHS was also named an Intel Schools of Distinction finalist in 2012 for excellence and innovation in math education.

“Teachers have a lot of room for creativity in their planning,” Perez-Katz said.

One example is the math department’s annual student conference, organized by the math teachers and modeled after a professional conference. Students investigate the mathematical aspects of everything from sports to the electronic game Angry Birds and teach their peers what they’ve learned.

Despite its small size and numerous accolades, BCCHS still suffers from a common problem in city schools: crowded classrooms. The average class size at BCCHS in 2011-2012 was 32.3, according to city data. But dedicated, caring faculty who “eat, sleep and breathe teaching” keep students motivated to work hard, Cheng-Wilson said. “They’re available to the kids. You can email them during the evening; they will email you back.”

By David Gibbons

Photo Courtesy of UCHS

Uncommon is one organization that would probably be happy, someday soon, to convert its name to a misnomer.

Uncommon Charter High School, which opened in 2009 and will graduate its first senior class next June, is located in Crown Heights, Brooklyn, in a new building where students and staff go about their daily business with an air of discipline and purpose in a distinctly collegiate atmosphere. It is part of the Uncommon charter management organization that runs 32 schools in New York City, Newark, Boston and upstate New York and has the clearly stated mission of preparing low-income students for successful college careers.

Uncommon runs two other secondary schools and plans to open another in Brooklyn within three years. It’s a long road and a slow, steady journey that, at UCHS, has commenced in earnest.

The UCHS student body is about 66 percent black and 34 percent Hispanic; its current enrollment is 246, with a staff of 33 teachers. The school is fed by three middle schools in the Uncommon orb.

Like all charter schools, UCHS must continually justify its existence by maintaining good report cards. Its Class of 2013 tied the white student national average on the SAT critical reading test and beat it by seven and 30 points, respectively, on math and writing. It also well outperformed all city and six of eight state averages on the Regents.

UCHS requires a strong commitment from families and operates under very traditional rules. There are uniforms and a tight dress code; there is an after-school study center and Saturday morning test prep classes. The school day runs from 7:45 a.m. to 3:45 p.m.

“Students know they’re here to learn, that every minute matters,” says UCHS Principal Maya Roth Bisignano. “The structure and the rules are in place so they can do what they need to do and we can all work together toward that goal of academic achievement and success in college.”

For Roth Bisignano, it all starts with a staff of great teachers who are each other’s best coaches: “We have a strong emphasis on the craft of teaching, on observation and feedback. It’s all viewed through the lens of a coaching model, and it’s not just a few times a year but every single week. Our teachers are really excited about it because they can see themselves grow.” Every year before school opens, they gather for three weeks of professional development.

Another key to UCHS’s success is a plethora of college-oriented routines and practices, including two-week internships and group visits to upstate schools for juniors. Teachers offer college-style office hours and implement college-style lesson plans, lecture formats and seminars. “It’s all based on data gleaned from our North Star Academy and feedback from its alumni,” says Roth Bisignano. “We know this is what our students need to be successful in college.”

“We talk about this all the time,” says the principal, “and in fact it’s one of our mottos at Uncommon: Student achievement and transforming lives requires constant attention to hundreds of different elements—not one magical 100 percent solution, but rather one hundred individual 1 percent solutions. This is seen each and every day at UCHS from our incredible staff, our hard-working students and our partnerships with our families.”

Asked what most stands out about UCHS, Marie Jadotte, mother of senior Nicollette and freshman Daniella, says, “It’s how the teachers are there for their students. It really is like family.”

By John Friia

Photo By Emily Johnson

The motto of PS 199—Jessie Isador Straus Elementary School, located at 270 W. 70th St.—is “Work hard. Be kind,” and Principal Katy Rosen explains the school strives to fulfill those words. Named after the former ambassador to France and president of R.H. Macy & Co., Jessie Isador Straus Elementary School offers a wide range of programs for children to broaden their horizons.

There are a few basic qualities that the school wants to impart to its students by the time that they graduate, including creating lifelong readers and writers and making students strive for the best. The school aims to do this in a warm learning environment.

“As a community, we place value on knowing our students and families on an individual basis and to work as a school to make sure each and every student achieves their full potential,” Rosen said.

Rosen has been the principal of PS 199 since September 2006 and explained that it is a great community where everyone gets along. “When I come to work, I feel like I am working with my extended family,” Rosen said.

One of her favorite aspects of the job is when she receives mail from students. “Their letters are always engaging and sometimes persuasive. It is gratifying to see the fruits of our daily labor in a well-crafted essay asking for more recess time,” Rosen said.

Seeking to enhance the quality of education for the students, the school partners with different organizations to expose them to fine arts and culture. Rosen explained that the school is currently partnered with Vital Theater, the New York Philharmonic, National Dance Institute, Landmark West, Lincoln Center Institute, Center for Architecture Foundation and Asphalt Green. In addition, there are parent-run programs, including a chess club and lunchtime book talks.

“PS 199 is a barrier-free school and as such, has a long history of educating children with special needs of all levels,” Rosen said. “We have an exceptionally outstanding group of dedicated and caring teachers who love their students and their jobs. They work closely together among themselves and with families to ensure that our students have meaningful learning experiences.” Many of the teachers remain there until they retire, Rosen said.

As is the case at many schools throughout the city, government aid to the school has been drastically cut, and parents of the community want to help maintain the programs provided by PS 199. Rosen explained that the school is fortunate to have the PTA it does. The active parents’ group hosts numerous annual events, including a walk-a-thon, wine tasting, holiday boutique fair and talent show. She also said that the school wouldn’t be what it is without the dynamic and talented teachers and others who work there.

“Thank you for this award and the recognition of our very hard-working staff, which allows PS 199 to be the wonderful school that it is. I am thrilled to share this award with them,” she said.

Photo By Emily Johnson

Outstanding Grade School

By Emily Field

Three years ago, St. Stephen of Hungary School, a pre-K through 8th grade Catholic school, was at risk of closing due to low student enrollment. Like many Catholic schools, St. Stephen found itself in the position of needing more students to stay afloat.

St. Stephen focused on attracting more students from its Upper East Side neighborhood by offering a variety of extracurricular activities and small class sizes. “It’s hard to build a school that’s sustainable if it’s not a neighborhood school,” said Katherine Peck, principal of the school. “We found that the neighborhood community really gravitated towards us.”

Today the school has 260 students, up from 156 students three years ago. Its teaching values, which Peck describes as a mix of traditional and progressive, are rooted in the school’s Franciscan tradition. “The focus is on teaching the whole child,” said Peck. “Franciscan values are very big on the whole person. For us in education, it means every single part of you—physically, mentally— has to be nourished to be spiritually healthy.”

St. Stephen has a wide array of extracurricular activities, ranging from violin lessons that start in the second grade, to a gardening club that tends the school’s rooftop garden. “It gives every child the opportunity to shine at whatever they’re really great at,” said Peck. “You find out what it is that you can give back.”

The school recently introduced after-school fencing lessons, and this year St. Stephen is putting on its first musical, Yes, Virginia. “Every single person came out of the woodwork to help—parents, even co-workers of parents,” Peck said.

Class sizes are limited to 18 students, and tuition starts at under $8,000 per student. Each teacher also has a master’s degree in education. While the school follows the New York state guidelines, teams of teachers are in charge of creating the curriculum.

“It’s very hands-on and differentiated for each student’s academic level,” said third-grade teacher Kathleen Culhane. Culhane has a master’s degree from Columbia University’s Teachers College and has been teaching at St. Stephen’s for two years. “There’s lots of small group work and real life lessons,” she said.

Culhane described how the school uses technology in the classroom. With fundraising help from parents and grandparents, the school was able to buy iPads, which students start using in the fourth grade. “There are really amazing apps for math and math games. There’s one where you can draw and speak at the same time that students use to solve problems and explain,” said Culhane.

“The community is very special and the parents are very involved,” Culhane said. “It’s an amazing place to go to work every day.”

Holly Esperaggo has two children who attend St. Stephen. Her son is in the first grade, and her daughter is in pre-K. This is the second year her family has attended St. Stephen.

“It’s a very warm, nurturing environment,” said Esperaggo. She said that her son had been struggling with reading, and his teachers had helped him to gain more confidence this year. “They’re really sensitive to the kids’ needs and they partner with parents,” she said

Children sharpening their literacy skills at Book Nook.

By Amanda Woods

Rina Patel, a tutor and former teacher, knows that the transition from pre-k to kindergarten can be rough for children. Driven to make it smoother, she took matters into her own hands when she founded Book Nook, a new early childhood enrichment program on the Upper West Side.

Book Nook, located at 167 W. 81st St., is geared for children ages one and a half to 7. The program, which begins its summer session in July and its school year session in September, focuses on literacy—helping children take age-appropriate steps in learning to read, Patel said. It will also help children prepare for competitive kindergarten entrance exams, such as the Educational Records Bureau Test and the Gifted and Talented exam.

“The reason for the whole program is, statistically speaking, children are not getting enough emphasis on phonics and handwriting and literacy development skills,” Patel said. “Once children get discouraged, they feel like they can’t do it. We’re building up more confidence.”

Patel, a Midtown West resident, has almost 12 years of teaching experience. She has a bachelor’s degree in elementary education and English, a master’s in teaching literacy and a certificate in early childhood education. She taught pre-k and kindergarten at a New Jersey public school and later became the director of education at Smarter Toddler in Midtown West.

She also had a private tutoring business meeting clients in their homes, and quickly became overloaded with requests. Realizing this, she conceived the idea for Book Nook, where she could teach small groups of children in one location.
Book Nook’s classes are broken down into four age groups. The younger groups focus on reducing feelings of separation anxiety when the children are apart from their parents, as well as fine motor movement. The older groups are geared toward kindergarten readiness, sight words and reading comprehension.

Reading is a focus at every level, even for the youngest children. Patel uses props and acting to engage toddlers during story time.

“They have so much capacity for learning, and it’s underestimated,” Patel said. “I want to get to them when they’re capable.”

The center’s summer program begins July 9 and run until Aug. 17. The morning session, from 9 a.m. to 12 p.m., is for children entering kindergarten. The afternoon session, from 1 to 4 p.m., is for children entering first grade who need to catch up.

The fall program, which will launch Sept. 10, runs for 34 weeks; children come in on a pre-arranged weekday and meet with Patel for 90 minutes. Patel is accepting a limit of six students for the program so she can offer individualized attention.
Upper West Side resident Tamar Sela said that Patel helped her 4-and-a-half-year-old son, Gabriel, who is enrolled in private tutoring, to grip his pencil and improved his concentration skills. She doesn’t know where she will send Gabriel for kindergarten, but wherever he goes, she is confident that Patel prepared him well.

“She is teaching him how to learn better,” Sela said. “Gabriel is so excited to come here every Wednesday.”