No Money for You

From school sports to free lunches, hearing highlights requests left out of mayor's budget

PHOTO: Patrick Wall
David Garcia-Rosen (left, wearing a white shirt collar and blue jersey), founder of the Small Schools Athletic League, marched into a City Council hearing with student athletes to demand funding for the league.

A City Council hearing on school spending got off to a dramatic start Wednesday when some 100 students wearing blue athletic jerseys turned inside-out marched into the council chambers to deliver petitions demanding more money for school sports.

The athletes are among the 1,700 students in an athletic league that a teacher created to serve small high schools that are not part of the main city-funded league. The City Council had called on the city to devote $1.25 million to the league, but the mayor’s budget left out the funding, so the league’s founder decided to file a civil rights complaint.

“We can’t wait one more day, for one more excuse,” shouted David Garcia-Rosen, the founder and a history teacher at International Community High School in the Bronx, before guards ushered the group out of the chambers. (The education department has said that most high schools already have sports teams and that it is working to include more small schools in its league.)

The Small Sports Athletic League was just one of several education-related City Council requests that did make it into Mayor Bill de Blasio’s budget for next year. Among the other unfunded proposals are free lunch for all students, bigger school budgets, and restructured school-support networks.

Council members questioned the schools Chancellor Carmen Fariña and other officials about those missing funds and other concerns, such as increased funding for charter schools and space for new pre-kindergarten seats. Still, the tone was hardly combative, with several members praising Fariña’s educational credentials and the city’s pre-K expansion.

“Thank you all, I’m actually leaving here smiling,” Fariña told the council, before heading to another meeting without taking questions from the press.

Here are some other highlights from the joint hearing.

Bigger school budgets

Individual school budgets will not budge next school year, Fariña said.

Chancellor Carmen Fariña said the city was owed $2.5 billion more in education funding from the state.
PHOTO: Patrick Wall
Chancellor Carmen Fariña said the city was owed $2.5 billion more in education funding from the state.

The council had asked the city to use any extra state funds to boost school budgets, but that money was directed to after-school programs and charter schools, which must receive more money per pupil under a new state law.

Education committee chairman Daniel Dromm wondered on Wednesday whether the flat funding would stop schools from hiring enough teachers to keep up with rising student enrollments, leading to larger class sizes.

In her testimony, Fariña highlighted new school spending in the mayor’s budget: $300 million for pre-K, $145 million for after-school programs, $23 million for arts education, and $13 million to support English-language learners.

She said some of those programs should save schools money, since they will no longer have to pay for them from their own budgets. Also, the city will soon lift a hiring freeze on new guidance counselors and art teachers, Fariña added.

Still, she said the city is owed an additional $2.5 billion from the state for next year, which would have gone towards school budgets, smaller class sizes, and supports for young students.

“We will continue to fiercely advocate for our students’ fair share,” Fariña said in her testimony.

Free school lunches for all

The City Council wanted the city to pay for free school lunches for all students, arguing that the current system stigmatizes students from low-income families who qualify for free or reduced-price meals. Only one-third of the 780,000 eligible students currently accept the meals, according to advocates who held a press conference before the hearing.

The mayor did not include the universal free-lunch program in his budget, which would cost $24 million. Officials said on Wednesday that they worried the program could jeopardize some schools’ federal funding. But Fariña said one option is to pilot a scaled-down version of the plan, perhaps starting just in middle schools.

Service hubs inside schools

Some schools offer students health, dental, and vision services on campus, an arrangement that several council members said they’d like to see spread to more schools.

Fariña pointed to the mayor’s plan to create 100 new “community schools,” which provide those services and others to students and their families. But while the mayor’s budget sets aside $1.3 million for new school nurses, it does not include the $12.5 million that advocates have sought for the first batch of community schools next year.

Council members did not ask about that funding at the hearing. Before it began, Council Speaker Melissa Mark-Viverito said she believes “very strongly” in the idea of community schools, but that she has not yet discussed funding for it with the administration.

Support for schools

Many have questioned the usefulness of the school-support networks, and the City Council called for restructuring that system in order to save money.

Fariña said a team is surveying schools about their experiences with the networks, which she has said previously will remain in place for now. The city also received a $500,000 grant to train local superintendents to better support schools, she said. The ultimate goal is a system where “where one phone call is going to get you the answer,” she added.

Space for pre-K

While most council members praised the plan to expand pre-K, some questioned whether their districts would see many new seats. Finance committee chairwoman Julissa Ferreras, who represents parts of Queens, said her district lacks public school space or local nonprofits that could offer many new pre-K seats.

“So what happens in districts like mine,” she asked, “where we hear about this great program and parents line up at 5 in the morning to try to get the few pre-K seats that are in existence?”

Sophia Pappas, the education department official who oversees pre-K, said the goal is for every neighborhood to have plenty of pre-K options, but in the meantime parents may need to look for open seats near their jobs or their relatives’ homes.

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.