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City comptroller proposes hiring 1,600 new guidance counselors

Comptroller John Liu proposed hiring more guidance counselors today at a press conference where he was flanked by union officials and education advocates.

The education policy proposal that Comptroller John Liu put forth today sounded strange coming from the man charged with ensuring the city’s financial health: Add $176 million a year to the Department of Education’s payroll.

But Liu said city students so badly need more help applying to college that it would be worth spending the money to bring on more than 1,500 new guidance counselors, even if he didn’t think the funds could be freed up elsewhere within the department’s $23 billion budget.

“Investment in education today is the best economic development policy for tomorrow,” said Liu, a likely mayoral candidate, at a press conference that also featured union officials and education advocates.

“The economic challenges facing our city can best be addressed by educating many more New Yorkers beyond high school,” he added.

The proposal is the first in the comptroller’s “Beyond High School NYC” initiative, which Liu said today would use research to propose “strategic investments in public education” to raise the college-graduation rate for New York City public school students. Liu’s office calculated that just 21 percent of students who enter city high schools later graduate from college, echoing the city’s own determination that just 21 percent of students are college-ready.

In today’s proposal, Liu calls for the city to hire 1,600 new counselors to join the 1,300 that are already working in city high schools, allowing each counselor to shoulder a caseload of just 100 students. Currently, the student-to-counselor ration is 259:1, his office found, with some counselors supporting many fewer or many more students.

With a smaller caseload, traditional guidance counselors could continue to work with needy students while dedicated college counselors could do more to coach students through the application and financial aid processes, Liu said.

“This is the biggest gap between students and the colleges that they should be going to,” he said.

Liu said the Department of Education could pay for the new counselors, whose salaries would amount to about 1 percent of the department’s annual budget, by reducing its spending on contracts with private vendors. But he also said focusing on the short-term cost would be short-sighted.

“Stepping back away from the idea that this is just about $176 million — no it’s not,” he said. “It’s about what the city needs to be economically competitive and even viable going into the future.”

Responding to Liu’s proposal, Mayor Bloomberg said today that adding more personnel is an attractive but impractical strategy.

“You can never have enough guidance counselors, school crossing guards, physics teachers — in every part of the city we’d like to have more, but you have to have some kind of balance,” he said. “But I think in this case the DOE is what we’ll rely on to decide what we need.”

The department has concluded that the cost of installing more full-time counselors in each school is too high, Chief Academic Officer Shael Polakow-Suransky said in June.

But the department is taking other approaches to tackle the problem of low college completion. Starting this year, high schools’ annual letter grades will be dependent in part on whether graduates enter and stay in college. The department is also pushing schools to raise academic expectations by giving extra credit to schools that prove that their courses are challenging.

The department is also in the process of sending teachers and staff at each high school to Goddard Riverside Options Center, a nonprofit with experience in guiding students through the college process. The training program, which is privately funded, aims to train one staff member for every 35 seniors at high schools that participate, officials said.

Polakow-Suransky suggested that schools take advantage of the training and also motivate students by making the college application process, for example by turning the actual submission of applications into a celebration.

”Those kinds of culture rituals and making it at the heart of the school’s community don’t actually cost money,” he said.

Liu’s report does include some lower-cost recommendations. He is also calling on the city to create systems to identify when students are falling behind, which some schools already have in place, to connect city schools with area colleges, and to develop programs that bridge the time gap between high school graduation and college matriculation.

Among the options, Liu said, would be to expand the student-run Student Success Centers that currently operate on four high school campuses. Another would be to recruit more of the city’s 400,000 college students to tutor and mentor high schoolers.

But Liu and union officials said those supports should be come in addition to new personnel, not instead of them.

“We should not be farming this out,” said Ernest Logan, head of the Council of School Supervisors and Administrators. “It’s a nice idea for everyone to help … but primarily, it’s our role to do this.”

Guidance counselors are members of the United Federation of Teachers. Currently, 300 of them are without jobs after their positions were eliminated because of budget cuts or school closures. They are being sent to different schools each week, with helping students complete college applications part of their charge.

UFT President Michael Mulgrew said the department could deploy the counselors more effectively. “While will they not just dispatch them to the schools where the needs are?” he asked.

At least one city educator is not holding his breath for Liu’s proposal to become policy.

“I would love to hire 14 more guidance counselors,” John Galvin, a vice principal of I.S. 318, which has 1,600 students and two counselors, wrote on Twitter.  “Not happening.”

Liu’s report about the need for more guidance counselors is below.

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.