You might guess it's more money or resources, or smaller class sizes, but something else topped her wish list: a way to teach her teachers, many of whom have four years or less of teaching experience, how to teach reading.
"Our universities do not teach teachers how to (teach reading) at the undergraduate level," Daprocida said. "It's philosophy of education, sociology of education, classroom management. I mean, I can't even remember. It's been so long since I've been to school, but they are coming through a traditional track not knowing how to teach reading, just the overall basic components of it."
As principal of a high-needs urban school with 1,260 students, up from 830 six years ago, she more than has her hands full just trying to keep her students and her 130 teachers on track. But she also is faced with narrowing a stunning word deficit: Children living in poverty hear 30 million fewer words by age 4 than children in higher-income households
, according to researchers.
It's a struggle across the country. Reading scores on the 2015 National Assessment of Educational Progress
, known as the Nation's Report Card, were steady for fourth graders since 2013, while reading scores for eighth graders declined. Additional 2015 NAEP results
released this week showed that 12th grade students' reading scores remained flat since 2013. Thirty-seven percent of high school seniors performed at or above the "proficient" level in reading.
Daprocida said she and her colleagues have tried different approaches to improve reading levels, but nothing was moving the students.
Then, two years ago, she collaborated with Teaching Matters,
an organization that works to develop and retain great teachers in some of the highest-needs districts in New York.
"The reason I partnered with them is because I had so many new teachers, and we saw the difference immediately in the type of professional support that they provided for us."
But it wasn't until last year that she truly got her wish: Thanks to a $600,000 grant
from the New York Community Trust Brooke Astor Fund for New York City Education
, Teaching Matters brought its program to improve reading instruction in early grades to eight high-poverty schools in the Bronx, including P.S. 94.
"It's like going for a master's in reading," said Daprocida, who taught special education for 10 years before coming to P.S. 94. "If you really buy into it and you use the resources, it's getting a master's in reading."
Following the research of reading instruction
During a recent visit to P.S. 94, I had a chance to see some of what the Teaching Matters focus on early reading
is bringing to Daprocida and her colleagues.
In each classroom, small groups of children work independently: In kindergarten, a table captain might say the sound of the beginning of a word while the other students write the letter on their smart boards. In second grade, students play the game Hedbanz, in which one person wears a headband with a word they can't see and gets clues from the other students to try to guess the word. In third grade, three boys read "Paul Bunyan," with each reading the text attributed to a different character.