legislative malfunction

Bleak prognosis for education agenda after budget, corruption

It was already slim odds that education would get much action from Gov. Andrew Cuomo and the legislature this session after they increased school aid, funded several education grants, and amended the teacher evaluation law during budget negotiations in March.

But in the aftermath of a federal corruption dragnet that has brought down several lawmakers, any glimmer of hope that education could get some attention seems to have vanished.

“With this legislative session, with all the corruption, I would be surprised if anything gets passed,” said Mona Davids, who runs the New York City Parents Union, a parent advocacy group. State Sen. Velmanette Montgomery, of Brooklyn, sponsored a bill to end mayoral control that Davids lobbied for. The bill’s long odds grew even longer after Montgomery’s named surfaced last week as one of seven lawmakers recorded in the home of former Senator Shirley Huntley, who was cooperating with investigators to reduce a prison sentence. Huntley was sentenced to a year and a day in prison for embezzling funds from a charity she ran.

Davids said she believed Montgomery, who has not been charged, has done nothing wrong. Still, she said she doubted the bill could proceed before the session ends on June 30. “It’s May, but it’s over,” Davids said.

Davids’ pessimism reflects a growing sentiment in Albany that began shortly after the legislature passed the budget, when the first corruption cases surfaced. Since then, four lawmakers have been arrested on corruption charges as part of a federal investigation that seems to broaden by the week. As a result, even Cuomo’s agenda — which include a women’s equality act, publicly-funded campaign finance, and bringing casinos to New York — is in doubt.

Lobbyists, legislative aides, and advocates said in interviews this week that it’s not unusual for education to be placed on the back burner after the budget gets passed, though they said the recent events have further doomed the outlook.

Education was a top priority in 2010, when the state needed to pass laws to qualify for the federal Race to the Top grant, but since then, “most of the action has been around the state budget,” said Joe Williams, executive director of Democrats for Education Reform. “Once the budget passes, that’s it.”

Williams said it’s been like that for the last two years, in response to steep budget cuts to education spending that have chilled lobbying efforts.

Occasionally though, hot-button issues do arise and get placed onto Governor Andrew Cuomo’s agenda. That was the case last year, when one of the last bills passed by the legislature before going home for the summer was a law to shield teacher evaluation ratings from public view.

This year appears was different, sources said.

“A lot got addressed in the budget,” a legislative source said. “There is no clear issue.”

This year’s budget included funding for grant programs that Cuomo championed through his education reform commission, including money for extended day, community schools, universal prekindergarten, and early college high schools.

Those were relatively easy compared to an amendment to the teacher evaluation law that Cuomo pushed for. The amendment inserted a financial penalty for districts that aren’t implementing their approved plans according to the law’s intent.

“Nobody wanted to touch this thing,” a source close to the negotiations said. “The union on one side, Bloomberg on the other. Both have strong advocates, but at the end of the day, they were sort of forced to figure out a solution.”

The unions are still hoping for traction on some of the bills they’ve proposed. The state teachers union’s big push is the “Truth-about-testing Act,” which would require the State Education Department to audit the costs of the state’s testing program. The two sponsors of that bill, Assemblywoman Cathy Nolan and Sen. George Latimer, did not respond to requests for comment.

At the city level, the United Federation of Teachers is hoping to push longstanding priorities on its agenda, including changes to the mayoral control (it isn’t supporting Montgomery’s bill), place a temporary ban on school closings, and require local approval for school siting plans. It also is backing a bill that would eliminate the waiver option available to New York City chancellor candidates with no education experience.

The legislative session closed early this week due to a holiday. Speaking at a press conference to announce support for a bill to improve working conditions for farmers in the state, Assembly Speaker Sheldon Silver said he still had big plans for the rest of the session, beginning with the introduction of the DREAM Act next week and reforms to policing tactics known as stop-and-frisk.

“I would hope that we can stay focused on the kind of legislation I’m talking about,” said Silver.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.