day one

Even as some buses roll, families struggle on strike's first day

Kayley, a student at Central Park East 2 (with head turned), traveled to school with his mother today. He took a city bus instead of a yellow bus because of a strike by school bus drivers.

Families across the city contended with unfamiliar transportation routes, incomplete information, and bad weather to get their children to school this morning, the first during a strike called by the bus drivers union.

Most bus drivers did not report to work today to protest the city’s decision not to extend seniority protections to current drivers when opening bids for new contracts with bus companies. Their union, Amalgamated Transit Union Local 1181, also picketed outside some bus depots, in some cases briefly impeding non-union bus companies from operating, and released a television ad that paints new bus drivers as dangerous.

But the Department of Education said 40 percent of buses actually did roll today, including 100 percent of routes serving children in prekindergarten. Those bus drivers work under contracts negotiated last year.

Just 12 percent of routes for students in general education were running today, while 60 percent of routes serving students with special needs were disrupted.

Preliminary data showed strong attendance citywide, Chancellor Dennis Walcott announced at a city press conference where he praised parents for “being really focused on getting their kids to school.” But he said attendance at District 75 schools, which serve the city’s most disabled students, was down by about a quarter today.

Just over half of students made it to P811 in Manhattan, down significantly from the 90 percent average daily attendance rate, according to teachers there. Teachers at a Staten Island school, P721, reported similar figures.

A security guard who works in the housing project near the New York Center for Autism Charter School in Manhattan said he had not seen as many kids as usual arriving at the school this morning.

One mother, Lucia, said she made the commute by taxi from Tribeca — at great personal expense. Her son’s autism makes him unable to take public transportation. Even though the the city will reimburse the $31 cab fare each way, she will still lose four hours a day shepherding her son to school, going to work, picking him up, and returning home.

“The strike delays my workday by two hours. I have to transport him morning and afternoon,” she said. “So that’s four hours of unproductive time for me in terms of work. I only have four hours there, and what can I do in four hours?”

(The city’s reimbursement plan requires parents to front the costs of transportation by car for a week. “But what if parents don’t have any money?” asked Crystal, a teacher at an early learning center. “You’ll reimburse them, but who’s going to give them the money to get there?”)

Students arrive at the New York Center for Autism Charter School this morning. Many students who attend the school take buses whose drivers started a strike today.

Another mother at the school, who identified herself only as Grace, said she spent an hour and a half in traffic this morning with her son. “It’s terrible, and I’m going to be late to work,” she said.

At Central Park East 2, an unzoned school where many students take the bus, a mother named Carla said her flexible schedule meant bringing her children was not a problem today. But, she said, “it’s harder for [other] parents, especially the parents who work 9 to 5. … It’s a bad day out, too.”

Other students stayed home. Barbara, who works at P.S. 306 in East New York and asked that only her first name be used, said her daughter stayed home today. Tomorrow, she said, her daughter would be late to P368, a school for students with disabilities in Cobble Hill. “I have to get her to school when I get off at 9:30,” she said.

And dropping two of his siblings off at P.S. 306 before getting on the city bus to Urban Action Academy, Ricardo Medina said his other younger brother stayed home because his special education school was too far away.

“They’re really mad but I guess there’s nothing they can do if the bus people are going on strike,” Medina said about his parents.

The Department of Education has created a search tool for families to find out whether their school’s buses are running as usual. But some families evidently did not find out in time that their children’s buses would not be disrupted by the strike.

At P.S. 306, Principal Lawrence Burroughs said the school was operating normally because most students live nearby. But of the four buses that normally serve the school, just one showed up today, and it was empty, according to a school safety officer.

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.