The CSTAC-NYC team recently visited Origins High School, a community school in the Sheepshead Bay area of Brooklyn, NY. Community School Director Ericka Tapia shared how, over the past four years, the school has navigated challenges and driven transformation through the key practices of the community school strategy.

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Collaborative Leadership, Shared Power & Voice

Origins has embedded authentic student leadership into its culture. Grade-specific student advisory boards meet regularly to generate and implement ideas that strengthen the school community.

During our visit, we observed:

• 12th graders engaging in thoughtful dialogue about the pros and cons of the Regents exams.
• 11th graders surveying staff perspectives to better understand school climate.
• 10th graders gathering student input on academic and extracurricular programming.

Students are synthesizing their findings into a newsletter to share broadly with the school community. Last year’s advisory boards held visioning sessions to articulate what they wanted and needed to see in their school. Principal Ahmed Elmaliki, administrators, and the community school team worked over the summer to integrate many of those recommendations – reprogramming aspects of the school and forming new ELT partnerships.

Students noted a marked increase in clubs, activities, and curricular enhancements as a direct result of their advocacy.

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Powerful Student & Family Engagement

Origins prioritizes accessibility and relationship-building from the moment families enter the building. A Welcome Center located near the lobby allows new students and families to connect immediately with the Community School Director and Parent Coordinator, and learn about available resources and supports.

On the day of our visit, we attended a student-led “Arabic Café,” where students celebrated the richness and diversity of their Arabian ethnic backgrounds. Through presentations, food, and cultural storytelling, students created an inclusive learning experience for peers and staff alike.

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Expanded & Enriched Learning Opportunities

Through My Brother’s Keeper and My Sister’s Keeper cohorts, students engage in identity development and community-building experiences. Participants have traveled on an Historically Black College and University (HBCU) tour and a Freedom Ride Tour across southern states, deepening their understanding of history, leadership, and social change.

The school is also expanding after-school ESL programming to better support multilingual learners. Students consistently emphasized the growth in extracurricular offerings and enrichment opportunities during their time at Origins.

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Integrated Systems of Support

Origins operates a comprehensive Care Team that meets weekly to celebrate student successes, identify concerns, and coordinate supports. The team includes the CSD, NYCPS Social Worker, Parent Coordinator, School Psychologist, MSW interns, Deans, and School Counselors.

The school’s community-based partner, Partnership with Children (PWC), provides on-site mental health services. Additionally, a health clinic located within the building serves both students and families, strengthening the school’s integrated approach to wellness.

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Culture of Care, Safety & Belonging

Our visit coincided with Respect for All Week, which Origins used as an opportunity to celebrate the diversity of its community. In addition to the Arabic Café, students participated in a Kindness Campaign, committing to acts of respect and empathy; a Galantines event/fundraiser, and a “No One Eats Alone Day to foster friendship and community. 

The school continues to deepen its restorative practices. Partnership with Children (PWC) staff support crisis de-escalation and transitions for students returning from suspension, while peer mediators facilitate non-violent conflict resolution among students.

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Rigorous, Community-Connected Instruction

Origins connects learning to real-world skills. Through a partnership with Chef Roy, a chef specializing in Rastafarian cuisine, students participate in hands-on culinary sessions. In these classes, they prepare vegetarian dishes such as vegan crab cakes with mango salsa and “moxtails” with jerk sauce—building both culinary technique and cultural knowledge.

Over the past four years, Origins has experienced significant transitions and challenges. Both the CSD and Principal Elmaliki underscored that collaboration has been the cornerstone of their progress. As Principal Elmaliki reflected,

“Without our team, we couldn’t do any of this.”

The visit affirmed that Origins’ transformation is not the result of a single initiative, but of sustained, shared leadership and a deep commitment to student voice, belonging, and opportunity.