At the TriBeCa Community School, an unusual sentry guards the front door: not a teacher, not an administrator, but a giant pink and blue papier-mâché cow.

The cow is the product of an investigative project by the school’s youngest students. On one of their frequent neighborhood walks, the class of 2-year-olds passed Bubby’s Pie Company on Hudson Street and were fascinated by the large ceramic cow outside the restaurant. Noting the kids’ interest, their teachers turned it into an anatomy lesson: What parts of the cow could the children identify?

TriBeCa Community School. Photo by Andrew Schwartz

Within a couple of days, that outing had spun into a lesson in collaboration, as the 2-year-olds worked with older students to build their own version of the cow.

Now entering its sixth year, the TriBeCa Community School, which enrolls students ages 2 to 5, follows the Reggio Emilia approach to early childhood education. The philosophy, which started in the Italian public school system about 40 years ago, encourages children to construct their own knowledge based on their interests at any given moment.

There is no curriculum at the school; instead, teachers closely monitor what their pupils are talking about and mold “investigative projects” based on that. When the children’s focus shifts, so does the lesson. And when the kids lose interest the project is over.

“It’s more natural to be working off [children’s] own interests,” said Kristen Pallonetti, the school’s program director. “To me, it’s the most beneficial way to learn.”

Another integral—and unusual—part of the Reggio Emilia approach is documentation. Tribeca teachers are constantly taking photos and video of the students. Clipboards hang on the walls in every classroom so they can jot down notes about what the children are saying and doing. At the end of each day, the teachers compile all these observations and use them to draw the next day’s lesson plan.

“Teachers here are essentially researchers,” said Pallonetti. Much of their research also goes up on the classroom walls, in the form of photos and quotes from the students. Students learn to appreciate their community by seeing themselves and their peers in the pictures and to chart their own progress by referring back to something they did or said in a previous lesson.

“The documentation gives them a sense of pride,” said Lauren Smith, the school’s curriculum coordinator, who also teaches the 2-year-old group. “We really respect their work.”

When the school began in 2006, few American educators had embraced the Reggio Emilia philosophy. CEO Ayala Marcktell, who had been running several daycare centers in Queens, decided it was time to bring the approach to New York. TriBeCa began with just two small classes, but now has seven, serving a total of 106 students.

The school had to close the application process early this year because they received so many applications. Come May 2012, TriBeCa Community will be hosting a conference to introduce the Reggio Emilia philosophy to other educators—a major milestone for this up-and-coming school.

By Josh Rogers
Blackboard Awards Contributing Editor

Our annual salute to extraordinary schools and principals, the Blackboard Awards, begins this week with profiles of the Brownstone School, TriBeCa Community School and Wendy Levey, the longtime head of Epiphany Community Nursery School.

The Blackboard Awards are a way of highlighting a few, but certainly not all, of the outstanding schools in the city. The honorees are selected by editors at Manhattan Media, publisher of Our Town, West Side Spirit, Our Town Downtown and New York Family, in close consultation with education experts.

In the coming weeks, we will take a look at some of the remarkable elementary, middle and high schools in New York. In the spring, we’ll return with our annual salute to great teachers. Visit www.blackboardawards.com for more information.

By Paulette Safdieh

The Brownstone School, a preschool located in a landmark building, has been serving the Upper West Side for 48 years. Emphasizing play-focused teaching while maintaining a warm, positive atmosphere for students and their families, Brownstone earned recognition from the Blackboard Awards committee this year as an outstanding school.

“It’s exciting,” said Julia Harquail, the school’s director, on winning the award. “It’s especially fun when you don’t even know you’re up for something.”

Circle and art time at the Brownstone School. Photos by Andrew Schwartz

From ages 2 through 5, the roughly 100 students attending Brownstone learn mainly through playing with their peers. Different stations set up in the classrooms include blocks centers, dramatic play and painting for students to achieve age-appropriate development. The administration establishes school-wide themes to be implemented in the curricula, like “All About Me” or “All About My Neighborhood,” to keep students aware of their surroundings.

Located on West 80th Street just steps from Museum Mile, the school takes advantage of educational opportunities outside of the classroom, from field trips to the American Museum of Natural History’s butterfly exhibit to excursions in Central Park. Brownstone hosts several community events throughout the year to keep parents involved and to contribute to the Upper West Side—a founding principle of the institution.

“Anytime you can find a good, supportive community, especially in the city, it’s great,” said Jenni Frost Bounds, whose 3- and 5-year-old children attend the school.

Bounds, whose son was also accepted to another neighborhood preschool, opted for Brownstone because of the high level of parental involvement. She was anticipating the November launch of the school’s annual cooking club, a program that allows students monthly time in the basement kitchen. Teachers show children the importance of giving back by donating leftover food to the soup kitchen at the Holy Trinity Church.

“When they come in, they’re still focused on themselves,” said Harquail. “We teach important concepts like how to share and work within groups, all through play.”

Harquail, 49, a co-founder and trustee of IDEAL School (Individualized Differentiated Education for All Learners) on 76th Street said she brought certain concepts with her to Brownstone after taking the director’s seat last spring. She originally began helping at Brownstone in 1998 as a board member when her three children attended the school. After Brownstone’s 25-year director, Tina Huang, passed away, Harquail took over.

“We support children in any way they need to be supported,” she said. “We have a team concept. For children who need occupational or speech therapy outside, we meet regularly with their therapists so we can carry it over into the classroom.”

With class sizes of 16 students or less, Brownstone teachers get to provide individualized attention.

“The focus is on each child and what would help them grow and learn and prepare them for their next step in life,” said Kirsten Oppenheimer, vice chair of the board of directors.

Oppenheimer, whose 8-year-old twins now attend P.S. 187, felt her children left Brownstone extremely prepared for kindergarten. Her youngest son is now in his final year at Brownstone. Many parents continue to volunteer and work at the school even after their children graduate because of the supportive environment.

Brownstone parents organize annual community events like last week’s Halloween Fun Fair to stay involved and contribute to the neighborhood. In January, the children’s concert raises funds necessary to maintain the school’s aesthetics and supplies. The administration chooses certain improvements to integrate each year—this summer, a basement renovation will be underway.

The Brownstone School was first opened in 1963 by a group of local parents and teachers who wanted to establish a nonprofit preschool option on the West Side. Ten years later, the school acquired its current space on West 80th Street, a five-floor brownstone complete with a backyard. It’s not unusual for the school to serve siblings in different age groups at the same time.

While the Brownstone staff prides itself on its tight-knit community, upcoming goals include developing a more diverse student body. They’re launching a strategic planning initiative with parents and educators to meet this goal and expand diversity over the next five to 10 years.

“You feel like you can rely on the other families,” said Oppenheimer of Brownstone’s appeal. “The administration, parents and teachers all focus on what’s best for the children here.”

By Laura Shin

As the national unemployment rate remains stubbornly high at 9.1 percent, more unemployed New Yorkers are considering continuing education courses to help pave the way to a new job.

“We have many students who are adults who have worked before and are trying to reinvent themselves because of the job market,” said Diane Romeo, executive director of the Division of Continuing Education at CUNY’s City College of Technology.

“Most of our students are somewhere in the 35 to 45 range,” she said.

Continuing education courses are generally designed for adults looking to enhance their work skills or gain skills in a new area. There has been an increase in enrollment in these courses since the recession, said Romeo.

One reason these courses may be a worthy investment is that many schools offer pre-certification or state certification upon completion of the required courses. These certifications open the door to the many jobs that require them.

For students who are unemployed and looking for job opportunities, the most popular areas are teaching assistance and childcare, computer courses, building operations, basic plumbing and housing, medical courses and billing and coding, Romeo said.

“People feel secure investing the time and money for these courses in order to find a job with benefits,” Romeo said.

Most colleges in the city, both public and private, offer some kind of continuing education program. While costs may differ, there are many affordable options.

City Tech has just started offering an installment payment plan for students taking certain courses. While other forms of financial aid are not available there, Romeo said their tuition is affordable.

And the courses aren’t just popular among the unemployed. Many adults currently working in the field are also taking courses as a way to enhance their skills and add value to their resume.

“It’s just as competitive to keep the job that you have these days,” Romeo said.

Some students also take courses for personal enrichment, she added. For example, many people choose courses such as home repair to learn to repair things on their own, eliminating the need to hire a handyman and saving money.

By Molly O’Meara Sheehan

In 2008, Jennifer Brozost, then an admissions officer at the Ethical Culture Fieldston School, approached her co-worker Vimmi Shroff with an idea: why not start a business to help New York City parents navigate the notoriously nerve-wracking process of applying to private schools?

The two women have seen New York’s private school admissions from every angle. Brozost taught second grade before working in admissions for seven years; Shroff taught kindergarten before her eight-year admissions career.

Just a year after starting their consultancy, PEAS (Private Education Advisory Services), Brozost came to Shroff with another big request: would she co-write a book with her based on their experiences? They ended up collaborating on The NYC Private School Admissions Handbook, which was published in June and walks parents through the steps they must take to apply to the city’s private nursery schools and kindergartens.

You write that you wished you had a book like this when you were applying to schools for your own children. After working in admissions, why would you need a guide?
Jennifer Brozost: To keep ourselves organized. In the back of the book, we have checklists and places for notes. People can go to their interview, come back and write down everything there. It gets so crazy when you apply. Also, we included anecdotes to keep it light. We know it’s a serious process, but the more relaxed our clients are, the better they are going to do in their interviews.

You don’t recommend prepping children for the kindergarten admissions test, but aren’t you in effect prepping their parents?
JB: It’s not really prepping parents. It’s just educating them on the process. It is giving them someone real to talk to after each interview. We’re just kind of doing a lot of their homework for them, and they can trust us.

What is the first tip you give to parents applying to nursery school or kindergarten?
Vimmi Shroff: Talk to someone who is objective [in order] to learn about a school. In this process there is a lot of park bench gossip. We saw tons of “frenemies” created this year, parents who were applying to schools who could be nasty to each other.

What is the top mistake that parents make?
VS: Herd mentality. This is New York City, and people get so caught up and competitive and think the admissions process is their personal game, but it is actually a child’s life they are dealing with. Show respect to your child for who he or she is.

You write that all New York City private schools offer fabulous educations. Can you explain why?
VS: Because they invest in great teachers. They value education. That is the reason they are a school in New York City. It’s not easy to run a school here. They are always learning. The private schools also have a lot of resources compared to public schools.
JB: You’re also getting smaller classrooms and more individualized attention. The problem with public schools, even though there are great ones, is that they are getting overcrowded again. Also, they really have to bring up the bottom of each class to perform well on tests. So in the third grade, because of the third grade testing, they really teach to the test for a lot of the year.

For more information, visit nypeas.com.

As a profession, real estate has typically drawn New Yorkers from all walks of life, from professionals to career changers, investors and those seeking to earn extra income in their spare time.

And while Wall Street and the nation’s economy continue their roller coaster ride of ups and downs, many real estate professionals have maintained a sanguine outlook on the industry as a whole and its potential to generate a good income.

Real estate executives say an outgoing personality helps make the sale.

Some of the more popular real estate courses include those that lead to becoming licensed as a real estate broker, a real estate salesperson, home inspector, property manager, appraiser or mortgage broker.

Requirements for becoming a salesperson and broker are set forth by the state of New York. In order to obtain a real estate salesperson license, an applicant must complete a 75-hour salesperson qualifying education course in real estate in addition to passing a qualifying examination, according to the Department of State website. The initial training can usually be completed in about two weeks.

To become licensed as a real estate broker, applicants need at least two years of experience as a licensed real estate salesperson or at least three years of general real estate experience, such as buying and selling your own property or managing property owned by an employer. Broker candidates also need to have satisfactorily completed both the qualifying salesperson course and an additional 45-hour real estate broker course.

The difference between a real estate salesperson and a broker is that a broker is responsible for the supervision and conduct of the real estate brokerage business whereby he or she applies for and holds the license on behalf of the brokerage. This person is the “representative broker.”

A real estate salesperson works for and is supervised by the broker. Salespersons act as the representative broker’s agent, meaning that all listings, though potentially negotiated by a salesperson, are accepted by the broker. Salespersons are not permitted to operate independently.

Fees for becoming licensed as a real estate salesperson or broker can run up to several hundred dollars. In New York, good places to start a search include the Real Estate Board of New York, the real estate trade association, and the New York Real Estate Institute, which offers continuing education training as well as licensure in a variety of areas, from home inspection and property management to commercial real estate.

Bond NY is a rental and sale residential brokerage with six offices in Manhattan and 450 agents. It offers free basic training to newly licensed and affiliated agents at its corporate headquarters at 1776 Broadway. Zev Keisch, who heads the training program for Bond in the city, said “We teach agents to take pictures and proper agent behavior, as well as how to manage their time and their emotions.”

Keisch said the training helps keep the company’s turnover rate low and contributes to a higher quality of agent.

Manhattan-based Halstead Properties also offers its own brand of in-house training to its affiliated brokers on everything from legal compliance to pricing properties. “This is a people business, and people who can build a network of contacts will always do well,” said 15-year veteran Michael Goldenberg, executive director of sales for Halstead on the West Side.

Goldenberg said quiet, shy types need not apply. “The real estate business is not for the introverted,” he said. “You have to be aggressive and you have to put yourself out to the public.”

Some Manhattan real estate course locations:

Real Estate Board of New York. 570 Lexington Ave. www.rebny.com. Real Estate trade association that offers real estate education, continuing education and free seminars to members and non-members.

New York Real Estate Institute. Provides in-person and online courses for real estate salesperson and broker licensing. Also provides job placement assistance. www.nyrei.com. Manhattan Branch: 132 W. 36th Street, 2nd floor (between Seventh Ave. and Broadway). 212-967-7508.

Real Estate Training Center. Offers courses to train as a home inspector, re-appraiser or mortgage broker. www.retc.com. 718-321-9600.

Real Estate Academy. Offers real estate courses, training for salespersons and broker licenses. www.realestateacademy.com. 212-262-2662.

NYU Schack Institute of Real Estate. Offers master’s program and certificates in real estate development and construction management. www.scps.nyu.edu/areas-of-study/real-​estate. 212-998-7200.

A city characterized by its overachieving and career-driven population, New York’s need for life coaching—both in private and corporate settings—is on the rise. For those individuals looking to put their good listening skills, patience and nurturing to use, programs at NYU, Columbia and other educational institutions offer programs in this relatively new, increasingly popular field.

Coaches assist clients with everything from improving prioritization skills to discovering a new career path, always striving to optimize the client’s potential for success in achieving certain goals. Coaching helps professionals communicate effectively and be better managers—as a result, classes appeal to everyone from yoga teachers to CEOs. “Because coaching draws creativity and resourcefulness out of people, students come simply to add coaching skills to their tool box,” said Richard Michaels, a program leader for the International Coaching Federation’s New Jersey branch. Additionally, many students choose to turn life coaching into a career in its own.

Based on the positive psychology movement of the late 20th century, life coaching can seem rather foreign and ambiguous. “It’s a problem with educating the public,” said Ellen Ades, a full time, NYU certified, ICF accredited coach who practices out of New Jersey.

On the surface, life coaching has a fair amount of crossover with psychotherapy. However, “people don’t turn to coaching when they’re in need of a healing intervention that therapy might provide,” said Michaels. While therapy gives weight to the ways in which family origins and past experiences have affected the client, coaching concentrates on the present and how the client can move forward. “It’s the action orientation and the focus on the client’s own wisdom that sets it apart,” said Michaels.

Michaels has been teaching a nine-month Coaching for Transformation program at the New York Open Center in Midtown for seven years, and finds interest in the field has grown consistently.

“When we first started, we were running one class a year, and now we’re at two,” said Michaels. His program trains 36 people in each class, in addition to one- and two-day seminars that draw about 25 people twice a year. Designated as an Accredited Coaching Training Program by the ICF, Michaels’ course, which he teaches along with two others, is designed to accommodate the lives of busy, working professionals.

“ICF is the only globally recognized school within the profession,” said Ades. “They’re at the forefront of championing the science.” In addition to the ICF, iPec is another organization striving to further the profession based on scientific data. Both offer training in Manhattan and across the country.

Since “anyone and their grandmother” can call themselves a life coach, education is becoming of greater importance to gaining legitimacy within the profession. “A good coach draws their personality and knowledge into their work,” said Ades, who applies positive psychology and neuroscience to her coaching—two aspects that piqued her interest at NYU’s coaching certification program.

Students at NYU’s School of Continuing and Professional Studies can choose to specialize in personal/life coaching or organizational/executive coaching as part of the leadership program and are required to complete seven classes for certification. Mandatory instruction focuses on decision making, communication and motivational skills and may be complemented with courses in marketing and human relations. “Even now, after I’ve gone to so many other classes, the quality of that program is unbelievable,” said Ades.

On the Upper West Side, the Teachers College at Columbia University and Columbia Business School together offer the Columbia Coaching Certification program. Students focus on learning guiding principles such as ethics, core competencies that help establish successful relationships with clients and the mechanics of the coaching process. Columbia offers five-day intensives for individuals looking to establish life coaching as a profession (external coaching), and for those looking to incorporate it in their existing jobs (internal coaching). Students have the option to continue on to a coaching practicum, a semester of in-field coaching work and an advanced coach intensive, a five-day wrap-up session, to earn certification in coaching. The program can be completed in as little as eight months, although schedules can be stretched out over longer periods of time.

“It takes dedication and money. You have to continually learn and better yourself and constantly strive for excellence,” said Ades. “Everything is changing so fast, it’s incumbent on every professional to continually get better at what they do.” No matter your career, taking life coaching classes may help get you there.

Where to become a life coach:
Columbia Coaching Certification Program, 525 W. 120th St., 212-678-8240; $900–$8,700.
Coaching for Transformation at the New York Open Center, 22 E. 30th St., 212-219-2527; classes begin Sept. 10, $5,485.
NYU SCPS, 7 E. 12th St. #923, 212-998-7100; $895–$995.

In today’s technology-dependent world, information technology professionals and computer technicians can be a godsend—just think of the Geek Squad or those geniuses at the Apple Store’s genius bar—who can cure whatever ails your computer before you have a chance to go into withdrawal. Now, with a growing number of courses in computer technology on offer from different institutions in New York City, you too can become a member of the computer doctor elite. The only question you have to ask yourself is this: Do you have the computer savvy to learn the secret methods to battle glitches like the spinning circle of death?

In order to enroll in a program to become a computer technician, you should already have a working knowledge of how to operate a computer. You should know how to create different types of documents, browse the Internet and compose an email. A healthy curiosity about “how the PC works internally and what it takes to deal with its common problems” is also a plus, according to the program description for a computer technician course at Hunter College.

Tech Support.

Most often, people who enroll in such courses are pursuing a career as an IT professional or are already in the PC repair business. These courses cover basic knowledge about the workings of the computer, software/operating system variants, networking, the Internet, assembly and disassembly of the PC, malfunctions, viruses, troubleshooting and customer support. Many of the areas covered are those that aspiring technicians will be tested on when taking CompTIA certification tests. CompTIA, the information technology industry association, offers a variety of certifications within the field, the most common and basic of which are the A+ and Networks+ certifications.

“CompTIA A+ measures the necessary competencies of an entry-level IT professional with a recommended 500 hours of hands-on experience in the lab or field. It tests for technical understanding of computer technology, networking and security, as well as the communication skills and professionalism now required of all entry-level IT professionals,” reads a statement on the CompTIA website.

A+ certification is proof of competence in areas such as installation, preventative maintenance, networking, security and troubleshooting. The two requirements for CompTIA A+ certification are the A+ Essentials and Practical Application exams. CompTIA Network+ certification proves knowledge of networking features and functions and is the leading vendor-neutral certification for networking professionals. All certification exams are 90 minutes long and consist of 100 questions.

There are a few different courses and programs offered in New York that you can take to prepare for these exams and become a computer technician or IT professional. City University of New York offers a number of computer technology courses in its continuing education programs at Hunter College, New York City College of Technology and Medgar Evers College. A high school diploma or a GED is required for entry in these courses.

The computer technician certificate program at Hunter College consists of two courses and introduces students to the basic concepts and mechanics of PC support, with a emphasis on concepts at the first level and on mechanics at the second level. Classes meet in the evenings and the full certificate program package costs $1,300—separately, each level costs $700.

New York City College of Technology offers classes geared specifically toward preparation for CompTIA exams. The A+ certification test prep course costs $790, with an additional $120 for textbook and personal tools. The Networking Technologies course also costs $790, with $70 for textbook expenses. The Computer Technology Institute at Medgar Evers College offers courses in the basic computer programs you should be familiar with before enrolling in the more advanced classes, though they not actual prerequisites. CUNY courses are offered every semester and tuition can be paid either at once or on a set payment plan.

PC Tech vocational and technical school in New York City offers a variety of computer classes, both part time and full time. Among them is a part-time CompTIA A+ class that meets over the course of four weeks, either two nights a week or on Saturdays, and costs $399 for 28 hours. A full-time CompTIA A+ class meets Monday through Friday mornings for three weeks and costs $750 for 54 hours.

Other centers offering courses and training in computer and information technology are NetCom Information Technology, Ace Computer Training and Technology Career Services. And if you cannot afford to pay for such courses, the Per Scholas Institute for Technology in the South Bronx offers free intensive technology training to people in low-income communities. Per Scholas covers the cost of both tuition and books and even offers job placement services for students.

By Gavriella Mahpour

In today’s fast-paced, tech-driven world, savvy parents have turned to mobile apps to entertain (read: occupy and distract) children. However, apps can also serve as learning tools. In the spirit of on-the-go enrichment, we’ve come up with our top 15 educational apps for children.

General App
Sesame Street’s The Playground: Can you tell me how to get to Sesame Street? Now everyone’s favorite place is easily accessible via this kid-friendly app. Elmo must catch a lost puppy in this fully illustrated, original Sesame Street story. The app includes a coloring book, Elmo’s Everyday Words and Big Bird’s Big Ideas, which teaches your little one new vocabulary. Ages: 4 and up

Spelling Apps
Alphabet Animals: This fully animated, interactive app is perfect for toddlers who are just beginning to learn their ABCs. Each letter of the alphabet features a colorful animal flashcard that moves and makes sounds. Alphabet Animals is an easy way to teach tots their letters, while monkey-ing around. Ages: 3 and up

WordGirl Word Hunt: By Scholastic Inc., this hunt builds children’s vocabulary skills in a new and exciting way. In this creative app, evil villains have taken over the city and your child must save the day by collecting the correct words. With 20 WordGirl stories and over 100 definitions to learn, this vocab tester is sure to challenge. Ages: 4-8

Math Apps
Tally Tots: Teaches toddlers how to count to 20 in an easy-to-use format. Each number is explained using sound and animation. The number 7 is introduced with a seven-layered sandwich, the number 2, by two racecars speeding on a racetrack. Guaranteed to keep little ones occupied for hours! Ages: 3-6

Park Math: Teaches pre-school through first grade children basic arithmetic skills, like sequencing and addition, via seven entertaining animal-based games in the great outdoors. This app features two stages of difficulty (three for iPad users) so kids can play at their own skill level. It also includes the music of popular nursery rhymes like “This Old Man” and “Here We Go Round the Mulberry Bush.” Ages: 3-7

Writing Apps
Super Why!: Based on the hit PBS kids show, this versatile app includes a variety of literacy games. Kids can choose from selections such as Wonder Red’s Rhyming Time, in which Wonder Red must find the missing rhyming words from her basket, and Super Why’s Story Saver, where children can help Super Why select words that complete the sentences in the story. Players are rewarded with virtual stickers that can be collected in their very own “sticker book.” Ages: 3-6

iWriteWords: Kids can improve their handwriting with this unique game. Using their finger to trace the dotted lines of 70 words and 20 numbers, iWriteWords enhances writing skills and coordination. For added interactive fun, turn your iOS device and watch as the current word slides off the screen to reveal the next one. Ages: 4 and up

Science Apps
8 Planets Pro: Outer Space never looked so good. 8 Planets Pro lets little scientists explore space without leaving the couch. They can choose from an array of activities like placing the planets in their correct order and filling in the missing letters in each planet’s name. Parents can also view a report card detailing their child’s “out of this world” progress. Ages: 5 and up

National Geographic Kids: Introduce your kids to the worlds of natural science and world culture. Purchasing this app gains access to National Geographic Kids magazine and its fascinating articles. But the fun doesn’t stop there! There are “weird-but-true facts,” games, puzzles, jokes and quizzes for the whole family. Ages: 6 and up

History Apps
American Museum of Natural History’s Dinosaurs: Watch dinosaurs come to life! In the app’s Dinosaurs Mosaic section, children can view more than 800 images from the museum’s extensive fossil archive. Each photo includes information about the paleontologist who unearthed the fossil, as well as facts about individual dinosaurs. In the Stories section, kids can listen to tales detailing even more dino-ventures. Ages: 8 and up

Revolutionary War: Combining historic paintings, multimedia presentations and first-hand accounts, this app takes kids back in time to the days of the American Revolution. A “revolutionary” new app with sections like Causes of the War, Major Battles and Events, and Myths and Stories, it also has 200 biographies of the key players. Plus, you and the kids won’t want to miss your peek at the past, reading letters between John and Abigail Adams.
Ages: 12 and up

Foreign Language Apps
Global Roos Elementary Translation: A great learning tool for children who are becoming familiar with a second language. The app features 10 fundamental phrases in 8 languages, including French, German, Korean and Sign Language. Budding linguists will be able to learn key words like “hello,” “goodbye,” “thank you” and “friend.” Ages: 4 and up

Immersive Spanish: This app will have your child speaking español in no time. Advanced phonetic spelling technology allows students to learn the proper pronunciation of words and sentences. Immersive Spanish is made up of progressive units so kids advance at their own pace. ¡Perfecto! Ages: 5 and up

By Megan Finnegan

This summer, the loudest education battle raging on the Upper West Side was the fight over whether Success Charter Network would be opening its newest elementary school in the Brandeis High School complex. Now that Upper West Success has triumphed over the legal road blocks opponents sought to place in its path, the dust is settling over other, less contentious but still urgent topics for parents of Upper West Side children.

One of the biggest ever-present issues is school overcrowding, said the newly installed president of the Community Education Council, Christine Annechino. A two-year veteran of the council, who worked specifically on the middle school committee, Annechino is the parent of a P.S. 199 fourth grader and has a background in political science and journalism; she owns and runs a brand licensing agency and has been active in education policy in the community for a long time.

Many Upper West Side elementary school students were waitlisted this year, a problem that has got the attention of the new president of the District 3 Community Education Council, Christine Annechino.

Annechino said she’s excited to get to work on some of the education issues “screaming for the spotlight” on the Upper West Side, especially elementary school overcrowding and the subsequent need for more middle school seats in the coming years.

“These same kids who are being put on waitlists for elementary schools are going to be coming through the middle schools and nothing is being done about it,” she said.

“Then we have the whole equity in education, that’s one of our mandates,” she said, noting that the CEC is one of the organizations responsible for making sure that schools share education resources equitably at the local level.

One of the ways many education advocates are hoping to create education equity is through the Magnet Schools grants that several Upper West Side schools have received. The grants, administered by the federal government, are awarded to schools with high minority populations in order to facilitate desegregation and avoid the isolation of minority students. Public schools 87, 145, 185, 191, 208, 241 and 242 were the seven schools from District 3 to receive the grants.

Many hope that the grants will help the entire district, which includes the Upper West Side and Harlem. “If we can make our schools more attractive, not everyone will be clamoring to get into the same schools,” said Noah Gotbaum, former president of the CEC and now a regular member and chairperson of the charter and overcrowding committee.

Gotbaum blames what he calls the DOE’s naïve, outdated policies in determining school capacity for the overcrowding problem on the Upper West Side.

“They’re basically saying that it’s adequate to have 20 square feet per kid. They look at a classroom and they say, ‘If it has 500 square feet, it can fit a full-sized class, there can be 25 kids in there,’” said Gotbaum. “Do they understand or have any realistic view what the demand is going to be in terms of our district for middle schools, for elementary or high schools, realistically—not just saying, ‘Oh, we can fit them in’? The answer is no.”

City Council Member Gale Brewer concurred on the diagnosis of overcrowding as one of the main problems in Upper West Side education.

“I want to keep as many families as possible in the public schools,” she said. “Sometimes, when I talk to people, they say to me, ‘This is a good elementary school, but it’s overcrowded.’”

Brewer said she encourages parents to keep their kids in traditional public schools—she isn’t a fan of some of the charter option—and hopes the city will continue to bolster them and alleviate some of the crowding with zoning changes and added seats.

The opening of the Upper West Side Success Academy charter in two weeks should relieve some of this year’s elementary school overcrowding, since it will serve many District 3 children.

For her part, Annechino also has ideas about interacting with parents to keep them involved instead of frustrated with the system.

“We’re also going to reach out to the [Panel on Education Policy], because the PEP constantly makes decision about what’s going on in our district,” Annechino said. She’s noticed a sense of futility from parents who believe that the decisions about their children’s education come from on high and there’s nothing they can do about it.

“We want to educate parents on how they can get involved,” she said. “People just throw their hands up, say, ‘There’s nothing that can be done.’ That’s not true. We have to chip away at it.”