dollars and cents

Taking aim at the DOE, City Council proposes more budget cuts

City Hall (via Flickr)
City Hall (via Flickr)

Data specialists, new small schools, and empty seats in gifted programs could all go the way of cash bonuses to top-scoring schools if the City Council gets the budget cuts it wants.

The Council is proposing $170 million in additional budget cuts, on top of the millions Mayor Bloomberg already suggested, in an attempt to preserve a $400 rebate to homeowners that the mayor says the city can’t afford.

Almost $80 million of the proposed cuts would come from the Department of Education, the largest amount from any single city agency. Nearly $40 million of that would be programs associated with the department’s flagship Children First initiative, such as the school-based “inquiry teams” that analyze data about individual students. Other cuts would come in the form of delays, such as opening fewer schools each year and tabling plans to buy new data systems to manage enrollment and hiring information. And the proposal would require teachers to do jury duty on their own time, during the summer, so that schools won’t have to pay for substitutes.

The Council’s proposal comes weeks after Mayor Bloomberg rolled out his plan for how to shave the city budget. No cuts will be official until both sides of City Hall sign off on a compromise plan. A final version is expected in January.

Education committee chair Robert Jackson said council members didn’t consider cuts that would affect the classroom. From the press release:

“We have difficult choices to make in reducing the Department of Education’s administrative budget while making sure dollars are not cut from our children’s classrooms,” said Education Committee Chair, Robert Jackson. “I want to thank my colleagues in the Council for their efforts to reduce spending without diverting vital resources from the classrooms.”

Here are all of the education cuts the council has suggested:

  • Reduce budget for “Formative Assessments.”
  • Slow pace of new school openings. By temporarily slowing the creation of new schools, trimming the office of Portfolio Development and transferring the existing resources of closing schools to new schools, DOE could achieve savings.
  • Eliminate Data Specialist Allocation.
  • Eliminate Children First Inquiry Team allocation to schools. Require principals to review student & teacher performance.
  • Delay Special Projects. In FY09 DOE replaced private support for unspecified “Children First Intensive” project with City funds. Postpone project or find new private funding.
  • Delay implementation of [Open Market Hiring System] scanning project
  • DOE dedicated $6 million in FY09 for per diem arbitrators to clear backlog of administrative trials, but has not yet shown a corollary savings.
  • Delay Office of Student Enrollment and Placement enrollment RFP. Use existing resources to improve student enrollment process.
  • Reestimate Cost Increases. In FY09 DOE dedicated $50 million to covering special education “related services” cost increases and growth. Estimate is too large.
  • Fill Gifted and Talented empty seats. In FY09 DOE budgeted $2 million, but allocated only $1.24 million to schools for empty seats. In FY10 DOE should improve seat assignment to avoid empty seats in G&T classrooms.
  • Reduce Funding for Parents Coordinators. Support part-time or shared parent coordinators in smaller schools.
  • Extended Day Busing. Eliminate bus routes serving the extended day by matching extended time schedules with busing needs.
  • Require teachers to perform jury duty during summer months.

Download the full list of cuts proposed for all city agencies.

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.