party power

Avella compromises on charter schools to sign off on Senate budget bill

Last January, State Sen. Tony Avella was talking to a reporter in the Senate lobby about a bill he sponsored that sought a moratorium on school closures and co-locations in New York City. The bill had broad legislative support from Democrats, but it needed a few more Senate votes to pass.

“We should see if we can get the IDC into becoming  interested in this,” Avella said, referring to the Independent Democratic Conference, a breakaway group of Democrats whose formation after the 2012 elections kept Republicans in power. If the IDC Democrats supported the moratorium bill, or better yet they caucused with their party colleagues, its chances of passing would dramatically improve.

Now, a year later, Avella is in a very different position. Last month, the Queens lawmaker defected from the Democratic conference to join the IDC, in a move seen as hurting Democrats’ chances of taking over the Senate.

And when the IDC Democrats signed on to a budget resolution this week that supports, among other education policies, charter school co-locations, Avella vaulted into a new and challenging position. In order to claim a budget win, Avella could have to compromise on some long-held positions.

That includes a belief that charter schools are not an essential sector of education. Back in 2009, when he was mulling a run for New York City mayor, he told a group convened by the leftwing Working Families Party that the city wouldn’t need charter schools if it focused more of its attention on district schools.

“We should make sure that every school has updated equipment, the best computers, the best teachers, and I would make sure that we do that,” Avella sad at the time. “And eventually, you do that, charter schools will just go away.”

So far, Avella said he hasn’t changed his views on charter schools or co-locations. In a statement, he said he had acceded to the charter school provisions of the Senate budget bill because doing so would increase the likelihood that New York City district schools would get extra funding.

“I am voting for this resolution because of the more than half a billion dollars in new funding it asks our state to deliver to non-charter New York City publics schools,” Avella said. “Any legislator stubborn enough to turn down that type of windfall for New York City students and teachers is forgetting about the families who elected them here in the first place.”

The Senate’s proposal includes a bevy of school choice legislation that would bolster more than just charter schools. In addition to giving charter schools access to state facilities aid and making it difficult for Mayor Bill de Blasio to keep charters out of public school buildings, the resolution also includes  a tax credit for donations to private school scholarships that could fund up to $125 million for new students (the credit would be split evenly so that half of donations go toward public school-related programs.

The budget framework is a starting point, seen as mostly symbolic, that will look much different than the final spending plan that Gov. Andrew Cuomo and the legislature must agree on before the end of the month. Cuomo said today that the budget resolutions are mostly “political statements.”

“They’re Christmas wish lists,” Cuomo said after speaking at an event in New York City. “You just put everything on there that you want. It doesn’t matter if it adds up.”

But Cuomo also reiterated that one part of the resolution that will be taken more seriously than others is charter schools.

“Some areas are significant and I think the Senate’s language on the charter schools is one of those areas,” Cuomo said.

Avella and his IDC colleagues did not highlight the budget bill’s charter school provisions in their statement. Instead, they focused on the fact that the bill includes enough state funds to fully fund New York City Mayor Bill de Blasio’s plans for expanding pre-kindergarten and after-school programs.

“This year’s senate budget resolution puts the needs of working families first, by dedicating $540 million for Mayor de Blasio’s universal pre-k and after school program for each of the next five years,” IDC leader Jeff Klein said in a the statement.

Avella’s accommodationist approach drew fire from advocates and elected officials. Queens Democrat Daniel Dromm, who chairs the city council’s education committee, said Avella should have never joined the IDC in the first place.

“I’m disappointed that Senator Avella chose to leave the Democratic Conference and join the IDC,” Dromm said in an interview. “I really feel strong about what it means to be a Democrat and I don’t see how working with the IDC is going to produce any outcomes.”

Class Size Matters’ Leonie Haimson, part of a parent coalition that helped draw greater scrutiny to the Board of Regents election process this year, said Avella “should resign from the IDC” if he can’t “get the Senate to give up this incredibly inequitable and damaging proposal.” 

Both sides are most likely to lose at least something when the final budget gets hammered out in negotiations. But Avella knows the advantages of being in a leadership position. The Senate leadership last year left him frustrated that his closure and co-location moratorium was going nowhere.

“Well, it’s tough considering that Mike Bloomberg has donated huge amounts of money to the Republican State committee,” Avella said last year. “So it’s tough to get something like this passed even though the Republicans are, technically, in the minority.”

 

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.