legal action

Bill would let charter schools pool funds for specialized services

The charter sector is ramping up its efforts to serve high-needs students with a state legislative proposal that would help charter schools pool their resources.

One obstacle to serving students with disabilities and English language learners, charter operators have said, is that the schools are islands: Every school operates independently, so it is costly for any charter school to serve small populations of students with diverse needs.

Critics have accused charter operators with using this explanation as an excuse for not serving more students with disabilities and ELLs. But in fact some charter school lobbyists have pushed for years to be able to work together to pool resources.

In 2010, when legislators added special education enrollment targets to the state’s charter school law, revised in order to qualify the state for the federal Race to the Top competition, charter advocates asked for a legal change. But it was one of several proposals that didn’t cross the finish line in the frenzy to pass the law, according to officials from the New York State Charter Association, which is currying support for the bill.

Now, legislators are trying again. The Charter School Students With Special Needs Act would allow charter schools across the state to create consortia to serve students with disabilities. State Sen. John Flanagan, chair of the education committee, proposed the bill last month and moved it through his committee yesterday. In the Assembly, Karim Camara, a city representative, has introduced an identical bill.

In essence, the law would allow charter schools to create their own BOCES, or Boards of Cooperative Education Services, that already operate across the state to help small districts share resources. Under the law, a charter school consortium might assign one school to serve students with autism, while another school would hire staff who is specially trained to help students who are emotionally disturbed. Or it might hire teachers jointly who can assist students with disabilities in multiple schools.

The bill would also formalize and extend efforts among city charter schools to improve their capacity to serve students with disabilities. Borough partnerships that the New York City Charter School Center began in 2007 grew into a citywide collaborative of more than 90 schools last year. The goal, school leaders say, is to create networks of service providers that would mirror the networks available to district schools, whose special education teachers receive some professional training in groups of many schools.

Both of the state’s charter school authorizers, the State University of New York and the Board of Regents, are also pushing new charter schools to build capacity for more higher-needs students, including more special education students, into their school designs.

The proposed revision to the state’s charter school law could provide legislators an opportunity to tackle another issue that has inhibited charter schools’ ability to serve high-needs students: the admissions rules that prevent them from taking students who arrive to the city mid-year or after schools’ entry grades. State officials and some charter operators are trying to devise a workaround to the law, but changing it could offer a more direct solution.

It is unclear where the bill would fit in Albany’s crowded agenda. The legislative session ends in just a few weeks, and lawmakers have yet to discuss one major education issue, whether to shield teachers’ evaluations from public scrutiny.

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.