Invasion of the body scratchers

Bedbug invasion continued unabated in 2010-2011 school year

Bedbugs, the parasitic insects whose infestation levels have reached near epidemic proportions in New York City, were discovered in schools at an unprecedented rate this year, according to totals released by the city Department of Education.

There were 3,590 confirmed cases of bedbugs found in schools this year, a rate that more than tripled the 2009-2010 totals. The DOE did not release which schools were treated for bedbugs.

The city is battling back without the help of specialized exterminators. A troubled no-bid private contract with a bedbug pest control company was terminated in November, leaving just over a dozen employees in the DOE pest control unit to fight the growing case load.

The increase is significant, but not a complete surprise. The upsurge actually began during the 2009-2010 school year. In February, I reported that through just five months of the 2010-2011 school year, there were already 1,700 confirmed cases, far surpassing the previous year’s total of 1,019.

A DOE spokeswoman said most of the confirmed cases weren’t large infestations, but isolated incidents where one or two bedbugs were found on a student who brought it to school from an infested home.

“Every time we find a single bedbug, we are required to report it,” said the spokeswoman, Marge Feinberg.

School buildings aren’t ideal for large infestations because bedbugs prefer to burrow in heavy fabrics – mattresses, box springs and couches –  and feed in the nighttime. But as infestations have turned up in other public spaces where people gather – theaters, retail clothing stores and office buildings – the school system has become another transfer point for their spread.

The big spike doesn’t necessarily reflect the actual rate at which bedbugs are coming into schools. It could also represent heightened awareness by teachers and staff about what to look for.

In response to the rise of bedbugs last year, the DOE issued new bedbug guides to instruct school staff on how to handle them when they are found on a student. In March, the DOE made it easier to report bedbugs.

But the Bloomberg administration, which has increasingly relied on contractors for pest control needs, has lagged on finding ways to effectively eradicate the problem.

The DOE currently pays three private extermination companies – Bluesway Pest Control, Verrazano Exterminating and USA Exterminating – to treat non-bedbug pests, such as cockroaches, termites and bees.

But no bedbug contract is in place right now, Feinberg said. The last contract, which was awarded for $99,999 (any city contract worth less than $100,000 does not require competitive bidding) to a company called Joe’s Pest Control, was terminated after exterminators used illegal pesticides in an infested school.

Feinberg said the DOE released a request for pest control services for bedbugs and hoped to have contracts soon.

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.