Author Archives: krinokin

URGENT: Sign this petition today to help get more funding for NY Charter Schools

A message from Brooklyn Prospect Charter School…

It takes less than a minute:

Sign this petition to demand funding equity for your student.

By leasing private space for our Windsor Terrace and Downtown Brooklyn campuses, Brooklyn Prospect, a public school, receives approximately 20% less public funding to spend on students than traditional public schools.

Help demand fair funding by signing the petition above or by contacting local representatives using the details below. Our students are public school students and deserve an equal opportunity to learn. Every signature matters.

Thank you.

To contact your representatives by mail/phone:

James Brennan 44th District
District Office
416 Seventh Avenue
Brooklyn, NY 11215

Albany Office
LOB 422
Albany, NY 12248

Felix Ortiz
District Office
404 55th Street
Brooklyn, NY 11220

Albany Office
LOB 842
Albany, NY 12248

Joan Millman
District Office
341 Smith Street
Brooklyn, NY 11231

Albany Office
824 LOB
Albany, NY 12248

Sample script:

“Dear Assembly Member,

I need your support in order to get equity in funding and resources for my child’s public charter school, Brooklyn Prospect Charter School, especially funding for facilities.

If there is any way you can, I ask that you stand up and speak up in Conference when the charter issue is being discussed, on the simple basis of fairness and equity for all students.

I would tremendously appreciate your willingness to stand up for equity on my child’s behalf.”

Click here to sign the online petition!

“Whole Novels” – Inside Brooklyn Prospect’s 8th Grade English


By: Alison Hess
P’16 & ’19

Brooklyn Prospect’s 8th grade students read, discuss, and write about novels using a powerful student-centered method of instruction developed by their English teacher, Ariel Sacks. With a degree in English from Brown University and a Masters degree from Bank Street College of Education, Ms. Sacks has been teaching for 10 years, joining the Brooklyn Prospect faculty in 2010. Her new book, Whole Novels for the Whole Classroom (release date October 2013), is a practical, detailed guide for teachers to bring the approach into their own classrooms.

Ms. Sacks’ Whole Novels method is an example of Brooklyn Prospect’s commitment to excellence in teaching, to a rigorous and engaging college-prep curriculum, and to the International Baccalaureate (IB) Learner Profile. Putting the approach into practice at Brooklyn Prospect Charter School, Ms. Sacks and her students challenge themselves and each other in pursuit of a deeper, richer understanding of literary works.

I sat down with Ms. Sacks to learn more.

Alison Hess – What is the Whole Novels approach, and how does it differ from the way novels typically are taught?

 Ariel Sacks – A traditional way of teaching novels is for the teacher to assign one or two chapters for the class to read, and for the students to analyze that portion of the work, usually by answering the teacher’s prescribed questions and finding evidence and quotes in that text that demonstrate specific themes or literary devices identified by the teacher. This is repeated for chunks or parcels of the book until the entire novel has been read. The teacher leads the discussion using prepared guiding questions and is generally the source of information to be learned.

In the Whole Novels approach, the teaching is student-driven. Students receive the book, which I have selected as developmentally and thematically meaningful, in a special Ziploc bag. The bag contains a copy of the book and a letter from me introducing the novel and expectations for their work. It also has a reading schedule to ensure the novel is read over a set period of time, but within that time students are allowed to read the entire novel at their own pace. Sticky notes are provided for students to record their responses as they read the story—questions, observations, connections, and opinions. I design group mini-projects during the reading weeks that allow the students to investigate the literary world of the book through the lens of literary elements, such as setting or theme. For example, students might select quotes that describe setting and create drawings based on them, or map relationships between characters. Naturally, there is a “no spoiler” rule to respect readers who haven’t finished the novel.

AH – No more penalty for reading ahead! What happens once everyone has read the novel?

AS – At the end of the scheduled reading time, the class is split into two groups of about 12 students each. Half the class works on creative writing related to the novel. In the other half, the students collectively lead a discussion about the novel. The teacher’s role is to monitor and guide the discussion as needed.  First, the students sit in a circle and every student in the group is asked to share something about the book – gut reactions, something liked or hated, something that seemed confusing, or character or scene that stood out. Open discussion follows, and students delve into the work, perhaps debating a character’s motivation in a particular scene or the merits of the novel’s ending. I moderate and encourage students to back up their points with evidence from the text. By the third and final day of discussion, the shared learning is uncovering deep levels of literary analysis — students are stepping back from the specifics of the text to talk about what the author was trying to accomplish in the novel, what was successful, what criticisms they might have.

AH –The Whole Novels approach sounds like a private school seminar held around an oval Harkness table, but Brooklyn style – with multiple perspectives from a diverse student population. What are some of the educational benefits?

 AS – Reading the novel as a coherent whole allows students to experience the work as an art form, which is how most authors intend their work to be read. On a very basic level, this more natural flow increases reading enjoyment and comprehension.

Middle school students are motivated by their peers, so a student-driven approach engages them. They want to have something to say to their group and are interested in what other students have to say. In the student-led inquiry, every student has a voice and contributes to the discussion. The students help each other and challenge each other, which promotes critical thinking, collaboration, and improved speaking skills.  Developing their own perspectives also means that the students experience the excitement of original thought and generate ideas to write about. The self-paced reading allows students to practice time management with respect to their assignments, a lifelong skill for high school, college, and the workplace.

From a pedagogical perspective, the Whole Novels approach by design facilitates differentiated instruction. Having the class divided into smaller groups and having a second teacher in the classroom means I can provide targeted help to students.  For students who want to extend their knowledge or who finish reading the original text ahead of schedule, I identify “seeker opportunities” by suggesting other works, whether by the same author or with a similar theme or style, so they can continue down the path in the way that interests them.

Lastly, the Whole Novel method provides a common experience for the entire 8th grade that adds to Brooklyn Prospect school culture. Our school diversity is valued as a strength, providing opportunities for students to see the world from perspectives other than their own. Novels, and fiction in general, can be safe vehicles to think about and express differences, and I select works that are age-appropriate to this time of questioning their cultural and societal norms.  Sometimes I can hear discussion continuing over lunch in the Commons.

AH – Discussion might extend to the dinner table as well! How can 8th grade parents support their children in your English class?

AS – In October, we’re reading The House on Mango Street, an acclaimed novel by Sandra Cisneros. It’s a coming-of-age story about Esperanza, a young girl growing up in a Latino neighborhood of Chicago, which is told in a collection of vignettes. Parents can ask their students about the book and when it comes time for discussions (scheduled for the week of October 21) parents might ask, “W hat did everyone think? What did other students see the same and what did they see differently?” Even if a student has read the book before, it will be a different experience to read the whole novel and discuss it with peers.

Brooklyn Prospect is fortunate to have Ariel Sacks teaching our 8th grade students. You can find her at


7th Grade Mini-Science Fair

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Did you know red wine is really bad for your hardwood floors?  As is soap?  

Did you know that different minerals can effect the growth cycle of plants?  

Apparently eating many donuts just before running is a bad idea…

Did you know that recycled tissues are the least likely to hold in germs?

Last night a few 7th graders participated in a Mini-Science Fair the preceded the PTSO meeting. It was a great way to see the fruits of labor from both the students and Ms. Britton.


Our Great Teachers… Let NYC Know

Why do we send our kids to BPCS?  The amazing teachers!

Big Apple Awards

This is our opportunity to give thanks and recognition to those who are educating our kids far beyond the classroom.

If you have experienced an exceptional teacher, let NYC know.

Nominate a BPCS teacher.

College Advising (Alison Hess)

.. a great post from Alison Hess

College Advising

cap_globeWith my two children at Brooklyn Prospect, one in Middle School and the other in High School, I know that the years are flying by and the time for college decision-making will be here waaaay too soon. I could have panicked, but instead I formed a focus group with other 9th Grade parents and met with HS Principal Kim Raccio and Guidance Counselor Samantha “Sam” Sloane. Here’s what I learned about college advising at Brooklyn Prospect:

Unlike many other high schools, which start college advising in 11th grade, Brooklyn Prospect begins the conversations and creates opportunities for student reflection in 9th grade. Our students have looked at the Common Application in Advisory, learned about the International Baccalaureate (IB) Diploma Program and IB Certificates, and explored the educational backgrounds and skill sets that are needed for various careers. The students have talked about choices in extracurricular activities. So, yes, while our teenagers are “living in the moment,” they are doing it with the understanding that the decisions they make today will affect their college applications in three short years. Forewarned is forearmed.

Later this year and in the years ahead, additional hands-on activities, college visits, and a new webpage with information and resources will be rolled out to guide Brooklyn Prospect students and their parents. The high school curriculum is college prep. The IB Program is widely recognized as preparing students for success in college, especially with respect to critical thinking skills, intellectual inquisitiveness and interpretation. We are fortunate to have an experienced, dedicated team at Brooklyn Prospect to advise our students AND to have a graduating class size that allows for individualized attention for each student.

So, no need to panic. Thanks to Kim and Sam for engaging the focus group parents in this exciting discussion!

Alison Hess
P’16 and ’19

Helpful Books:
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A Day of Landscaping for Today’s Ribbon Cutting

REMINDER: Today is the Ribbon Cutting Ceremony @ 4:30

Landscaping Day!
This weekend, Amy Crews headed up another great day of landscaping to prepare for the Ribbon Cutting with the BP community. Below is a messages from her and some pictures from the event.

Hello All,
We had a really great day today. The landscape is really shaping up and it looks great for tomorrow. We had just the right number of volunteers and a beautiful day. I can’t wait for you to see it in the morning. In the mean time, I’ve attached a few pictures of our group at work. I wrote a little bit for the blog or wherever you might want to use it as well. Another parent has more pictures which she’s going to send along to me and I’ll forward them when I get them.

In the end, we decided that the trees from Brooklyn Bridge park were really too small to use as a ceremonial tree and we popped over to J and L Landscaping and bought a Kwanzan Cherry which will be perfect as a commemorative tree. The price was good ($80) and if it’s too much for the school to cover I’ll pay for it. We planted it at the corner of East 2nd and FHP – this is a spot that I think can be a permanent location for the tree and will be a little announcement of the school from that direction.

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A little about our tree:
Kwanzan Cherries are native to Japan and will grow to 15-20 (or more) feet tall. They have spectacular double pink blossoms in spring and copper/red fall foliage. Cherry blossoms often are tied to ideas like the beauty and fragility of human life. This is largely due to the flowers’ intense beauty and short survival span. Philosophers and spiritual leaders often use the flower to illustrate their ideas, and it is commonly used in poetic imagery as well. Symbolism facts from ( in case you want more!!

Also, Barbara Gallant donated two shovels. They are in the PTSO closet with three stripes of (Brooklyn Prospect) green tape around the handles. We left some soil in the corner bed that you can scoop on to the tree if you want to do it as part of the ribbon cutting, if not, the tree is fine until I can get back there to finish the planting off which I will definitely be able to do within the next few days. I am not sure if I’ll make it tomorrow, it depends on how Jack is doing. If I’m not there Alison knows where the shovels are and can get them out for you. The Brooklyn Bridge park trees are planted on the East 3rd street side against the building. If we do get some garden beds going there they are perfect edible and medicinal species to have over there and they should thrive.
I hope to see you all tomorrow,

We had another fantastic day today working on the grounds. About 15 volunteers, including some students and siblings, came out on Sunday morning to prepare the grounds for the Ribbon Cutting ceremony on Monday. We continued the work that we started in September – we edged the beds, planted three trees, cleaned up the fence line, mulched the beds and started getting the perennials ready for winter. We also planted over 400 Daffodil bulbs (courtesy of the Daffodil Project by way of PS 321 who donated their extra bulbs to us) in the beds adjacent to the front entrance and in the beds on East 2nd Street where the Middle School is dismissed. Our transplants from September are thriving and we should expect a great show in the spring. Thank you to all of the volunteers for your hard work, good cheer and willingness to do anything. Many thanks also to The Daffodil Project, PS 321, GrowNYC the loan of the tools, Brooklyn Bridge Park for our two trees, J and L Landscaping for our discounted tree and mulch, Riland, our building manager, and to Anita Walsh for the sandwiches and treats just when we were all hungry!
It was a great day and we’re all looking forward to the Ribbon Cutting ceremony tomorrow.

Amy Crews

First Day of School

Apologies – there was a glitch and this post did not go up when it was supposed to but here it is!

September 7

Today was the first day of school and I had the opportunity to wander around to get some photos. It was great to see how far the school had come along in such a short period of time. Miraculous, really! This is a testament to BP’s commitment to our community.

The students were touring their new school and the excitement on their faces said it all. Their excitement may have even extended beyond those the gorgeous lockers.. To quote Santa on the M&Ms commercials, “They do exist..” and in great colors as well: blue, teal, yellow and red.

All of the classrooms were ready and well equipped with new desks, paint, etc. The music room has an awesome old piano in it and the science labs have cabinets filled with bakers and supplies. There is still work to do on those so look for updates.

For the cafeteria, cafe style tables were chosen over the standard long tables and benches to better reflect BPs philosophy on community. The kitchen is not yet approved for heating up food but is in full swing to serve Red Rabbit’s prepared cold foods.

Few additional perks to note
– Filtered water bottle fountains!
– Air Conditioning
– Outdoor recreational area on part of the lot

Please enjoy the gallery with pictures of our new school.

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