mayoral control

Senate’s mayoral control legislation would raise charter cap by 100 schools

PHOTO: Geoff Decker
De Blasio testifying in Albany in support of renewing mayoral control in February.

Senate Majority Leader John Flanagan introduced legislation late Wednesday to raise the statewide charter school cap by 100 schools and rein in mayoral control of the city school system.

The bill would extend mayoral control by just one year and includes significant checks on the mayor’s power over the city’s schools. The city would also be required to provide new data on its school funding and receive approval from the state legislature before passing its education budget.

The proposal raises the state’s charter-school cap from 460 to 560 schools and eliminates the limit on the number of schools that could open in New York City, which has seen the fastest charter school growth of any part of the state. The Senate bill also takes out language that set a specific number of charters that each of the state’s two authorizers could approve. Under current law, the Board of Regents and the State University of New York had control over an equal number of available charters, and only a set number of schools could open in New York City and Buffalo.

Under the current cap, the city has up to 25 charters that could still be approved. All but one of those is assigned to the Board of Regents, which this month rejected all of its charter applications in an unusual move. The change offers SUNY potential control of some charters the Regents have been charged with distributing.

The bill puts no cap on how many charters each authorizer can give out, and includes no geographic constraints or restrictions on how many can be given out each year.

The changes would offer charter applicants more freedom to decide which authorizer they want to apply for a charter from, which could set up a fiercer competition between the Board of Regents and SUNY. The 17 members of the Board of Regents are appointed through a joint legislative process that is controlled by the Democrat majority in the Assembly, while SUNY’s three-person charter school subcommittee is appointed predominantly by the governor.

The legislation would also give an admissions preference to children whose parents work at charter schools, and would loosen teacher certification requirements for charter schools. Here’s an outline of the changes:

SUMMARY OF SPECIFIC PROVISIONS:

Section 1 and 2: Extends mayoral control in New York City and other current sections of Article 52-A of the Education Law for one year to June 30, 2015.

Section 3: Increases the statewide cap on charter schools from 460 to 560, removes regional caps placed on charters granted, and returns charters that were previously granted but not currently being used to the pool of available charters.

Section 4: Requires the New York City Department of Education to report on the distribution of specific types of funding by individual school and per pupil.

Section 5: Makes budget and expenditure reports of New York City Department of Education schools more readily available by placing them on the department’s website.

Section 6: Requires the Department of Education to maintain certain information to be made available to members and officers of the Executive and Legislature.

Section 7: Requires the mayor of New York City to submit an education budget plan to the Director of the budget, the temporary president of the Senate, and the speaker of the Assembly for approval.

Section 8: Provides for an enrollment preference for children of charter school employees accounting for up twenty percent of newly admitted students.

Section 9: Allows charter schools to employ individuals, up to the greater of thirty percent of total teaching staff or five, that meet certain exceptional statutory criteria, but lack teaching certification.

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.