unlikely opposition

Bill to help charters serve high-needs students finds foe in union

The state teachers union is lobbying against a bill that would allow charter schools to serve students with special needs more readily.

The bill would allow charter schools, which essentially operate as one-school districts now, to pool their resources to offer special services to students with disabilities and English language learners. The bill was introduced in April, just weeks before state charter school authorizers proposed enrollment targets to comply with a requirement added to the state’s charter school law in 2010 that the schools serve “comparable” numbers of students with special needs.

Charter school advocates have spent recent weeks lobbying for The Charter School Students With Special Needs Act and until now had encountered little resistance in Albany. The bill sailed through the State Senate’s education committee, and Assemblyman Karim Camara introduced an Assembly version two weeks ago.

But last week, NYSUT circulated a memo urging lawmakers to reject the bill. The memo lauded the bill’s sponsors and acknowledged charter schools’ challenges in serving special needs student populations. But it also warned that the bill could result in “a huge expansion of charter schools” and create an arrangement in which charter schools “segregate all of their students with disabilities to one site.”

The bill would allow charter schools to form consortiums to serve students with special needs. Under the proposed law, a consortium might assign one school to serve students with autism, while another school would hire staff who is specially trained to help students who are emotionally disturbed. Or it might hire teachers jointly who can assist students with disabilities in multiple schools.

Those practices “would result in warehousing special needs’ students,” a NYSUT official said about the bill.

Groups that advocate for charter schools in the city and across the state charged that the union “misunderstands and misrepresents” the bill in a memo of their own.

“This bill provides no new resources for charter schools and creates no new space under the cap,” reads the memo, which was distributed by New York Charter Schools Association and the New York City Charter School Center. “It simply provides a new, voluntary tool for charter schools to serve more students with a wider variety of special needs. We are troubled that NYSUT would oppose such an outcome.”

The memo adds, “The bill merely allows charter schools to do what school districts across New York State do now: gather students with similar needs to provide specialized program.” (New York City is moving away from this model and instead is requiring all schools to accommodate the students who enroll, regardless of their needs.)

NYCSA President Bill Phillips said he thought NYSUT’s opposition was more pragmatic than ideological. “Obviously, they don’t want more children to go to charters because a portion of the funding follows the child, and that’s a NYSUT membership problem,” he said.

The vast majority of charter schools don’t employ unionized staff members, a major point of contention for NYSUT, which has 600,000 members. NYSUT and the city’s teachers union, the UFT, have also criticized charter schools for failing to serve a fair share of students with special needs.

In a sign of the union’s considerable political muscle, the last-minute push to defeat the bill has suddenly cast doubt that the bill will pass at all.

“I would assume that the Assembly would not pass a bill that NYSUT opposes like this,” an Albany source said, alluding to the Assembly’s traditional reluctance to flout the union’s  under the leadership of Speaker Sheldon Silver.

Charter school advocates said that they are still holding out hope that the bill will pass. The legislative session ends on Thursday, but lawmakers are racing to wrap up all of their bills by today Tuesday, to allow for a three-day waiting period that is required for public review before final votes are taken.

NYSUT’s memo about the charter school bill is below, followed by the charter sector’s memo:

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”