as the dust settles

After city pays millions in SESIS overtime, complications remain

Screen Shot 2013-11-21 at 3.31.54 PMSpecial education teachers say it’s a common feeling: the students are gone for the day, and it’s time for the real work to begin. But if they need to record something on a student’s Individualized Education Program, it’s probably too late.

Early efforts to curb overtime payments have now become policy, as the Department of Education reminds principals to keep staff members out of SESIS—the online system that tracks special education students—after the school day ends unless the principal has committed to pay for that time. The reminders were spurred by arbitration that ultimately cost the city $41 million in belated overtime to teachers and staff whose after-hours work violated union contracts.

For months, some principals have been looking for ways to give teachers more time during the day to work with the notoriously glitchy system (made more frustrating by slow school Internet speeds). But teachers and principals say that serious problems remain, as students’ information is now updated more slowly, data entry takes time away from student interaction, and some teachers continue to work without pay.

“Is that the reality? Of course it’s the reality,” said Carmen Alvarez, the UFT’s vice president for special education, of the continuing issues. “Do I like it? No. Did we tell it to the DOE three years ago in writing? Yes.”

Keyatta Hendricks, a special education teacher at P.S. 463 in the Bronx, says the new rules mean her principal does pay her for the extra hours she spends on SESIS, which average four on an average week and shoot up to 10 hours during busy periods. “My principal knows it’s impossible for me to do my job and to do all the IEPs in the building,” she said.

Alvarez said that most principals seem to be abiding by those new guidelines. But Hendricks said the increased pressure to complete the data entry during the day has real consequences. “What happens is, I’m not able to really work with my kids the way I’d like to. I don’t have the time to devote to help teachers differentiate instruction to meet their needs. There are days I’m not able to work with my kids,” she said.

The union arbitration hasn’t changed things at all schools. Mark Anderson, the special education coordinator at M.S. 228 Jonas Bronck Academy in the Bronx, said the decision hasn’t changed when he does most of the work on students IEPs—at home, at night.

The extra periods he gets as special education coordinator and his lunch periods are mostly spent in meetings with parents and coordinating services for students, he said. Lesson planning takes up more time, and unexpected glitches in SESIS, like floating error messages that obscure windows and can’t be closed, aren’t always easy to work around.

“I try to get as much done at school as I can, but it’s physically impossible given the time it takes to enter in information,” Anderson said, who said he hadn’t had a conversation with his principal about being paid for that work. “For me, it’s just part of the job in order to get all of my work done.”

Darlene Cameron, principal at P.S. 63 Star Academy in Manhattan, said that the system only holds together because teachers are willing to squeeze the work in wherever they can. “In general, they’re doing a lot of stuff during their lunch time or during their prep time, when they really should be planning lessons,” she said. “It’s been really difficult.”

“This is what you call an unfunded mandate,” said Evan Schwartz, principal of Alfred E. Smith Career and Technical High School.

And though teachers and principals say they’ve been looking for ways to make the work less burdensome, the Department of Education maintains that the system doesn’t require work outside the school day at all.

A document meant to help teachers, therapists and other staff use SESIS to record information about students.
A document meant to help teachers, therapists and other staff use SESIS to record information about students.

David Brodsky, director of the Department of Education’s office of labor relations, said that the essence of the arbitration was the claim that work was made more complicated by SESIS itself. “We obviously disagree,” he said, noting that schools with bandwidth issues may have faced additional issues. “We don’t think the work being asked of them is complicated. This is something any professional should be able to do.”

In response to the arbitration, the city provided new guidelines to principals in February. Speech teachers, ESL teachers, vision and hearing teachers, and paraprofessionals are supposed to have specific time allotted for SESIS responsibilities. Others were advised to “prioritize” the tasks (occupational and physical therapists) or to “confer with their supervisors” to discuss scheduling (teachers, guidance counselors, social workers, and psychologists). Principals have not received additional money to pay teachers for SESIS work.

The city has been reminding principals of the changes this fall, and schools have devised some solutions of their own. At the Academy of Scholarship and Entrepreneurship in the Bronx, all students are in lunch during fourth period, which teachers use for curriculum planning. On Thursdays, special education teachers have that period free to work on SESIS, special education teacher Patrick Rush said.

Antoinette Isable-Jones, a spokeswoman for the principals union, criticized some of the city’s guidelines as “ambiguous suggestions that left school leaders with few options.”

“At this point, schools are doing all that they can within the confines of the decision to properly perform SESIS-related work,” she said.

All parties acknowledge that problems arise from the difficulty of working with SESIS itself. The system’s glitches have been well-documented since its introduction in 2011. At a City Council education committee meeting in October, Corinne Rello-Anselmi, the Department of Education deputy chancellor in charge of special education, said the city was still working to improve SESIS. “It’s had a bumpy ride,” she said.

The system did get a round of upgrades at the end of October to make the interface more user-friendly, though teachers who worked with it said they remained frustrated that those changes were mostly cosmetic.

“It doesn’t seem to make anything too much easier,” Rush said. “It’s all the same functionality.”

Patrick Wall contributed reporting. 

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.