Parent involvement

Charter parents' inclusion call yields a bill but not city support

Charter Parent Action Network Director Valerie Babb addresses charter school parents and students in Albany. (Photo courtesy of the New York City Charter School Center)

An annual caravan of charter school parents to Albany took place today with a specific mission: convince legislators to approve a bill allowing charter parents to run for the city’s local parent councils.

It’s a battle that charter advocates will have to fight without the Department of Education’s help. The city has never supported allowing charter parents to run for parent councils, even as it has encouraged the proliferation of charter schools and allowed them to operate in district space.

State law requires that each school district in the city field an elected parent council, known as a Community Education Council, to provide an avenue for parents to weigh in on schools policy. Some of the council’s duties, such as presiding over public hearings about co-locations, involve charter school issues. But the Bloomberg administration has constrained the councils’ authority and their only statutory function is to redraw school zone lines, which do not affect charter schools. They do not actually approve or reject co-locations.

Still, the CECs are seen as one of the few formal venues for parents to voice opinions about department policies, and charter school parents see the exclusion as an equity issue. They have convinced two legislators — Assemblyman Peter Rivera, a Bronx Democrat, and State Sen. Marty Golden, a Republican from Brooklyn — to introduce a bill that would reserve one of the 11 seats on each council for a charter parent.

“In order to protect our children and their continued access to a great public education, charter parents need and deserve a seat at the table to help inform the decisions about the schools in their neighborhoods,” said Valerie Babb, director of the Charter Parents Action Network, in a statement. “By supporting this legislation, our lawmakers will send a strong signal to families that their voices carry just as much weight as other public school parents in their districts.”

The city’s position is that the same signal would also undermine the very foundation of what makes charter schools unique. In 2009, District 1’s council invited charter parents to join and said they would lobby for a change to let the parents participate. At the time, a department spokeswoman pointed out that there is a reason the state law and city regulations do not have a mechanism for including charter parents in district committees.

“What makes a charter school a charter school is that they operate outside the jurisdiction of the district,” the spokeswoman said.

Today, department officials said the city’s position remains the same: Seating charter parents on CECs would represent an inappropriate conflation of charter and district school management. Charter schools and district schools are governed by different state laws.

It is true that charter school parents typically cannot enter the regular CEC election process — a process that has always attracted few candidates and last year was spectacularly botched. But they are in fact eligible to serve on CECs if they have children in both district and charter schools, had a child in a district school in the last two years, or are appointed by the borough president.

Lisa Donlan, president of CEC 1, said today that few charter parents avail themselves of those options.

“Why would they make that their main ask when they could do it now through a variety of mechanisms and they aren’t doing it?” she asked. “They don’t necessarily need to go up and change the legislation.”

The request was the centerpiece of this year’s Charter Lobby Day, which drew more than 1,200 charter parents to Albany today to push the CEC issue and other equity concerns. Last year, more than 2,000 people made the trek and focused on funding, particularly for facilities. The year before that, parents sat in on a budget hearing and took aim at a state law that capped the number of charter schools; later that spring, legislators raised the cap.

But while the size of the caravan was smaller this year, the number of schools represented increased. Of the city’s 136 charter schools, 114 sent parents to Albany today, where they were joined by parents from 22 additional schools across the state. Last year, parents from 80 of the city’s then-125 schools participated.

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.