second chances

Second look at charter law could leave city with unexpected rent bill

Hyde Leadership Charter School, a K-12 school that moved into a private facility in 2012. Hyde is one of more than 60 New York City charter schools that operate in private space.

When Michael Duffy opened Great Oaks Charter School in a shuttered Catholic school building last year, he assumed he’d continue to pay rent as Great Oaks expanded, year by year, to eventually serve grades 6 through 12.

Starting this year, however, he’s hoping the city will pick up the tab.

Duffy’s newfound optimism comes months after the passage of a new state law that seemed to offer little to schools like his. The legislation grants some charter schools a right to publicly-funded space, but lawmakers said then that it would only help brand-new schools or schools that decided to apply for a new charter to add grades.

“The initial conclusion that I had was that it wouldn’t apply to Great Oaks because it would only apply to new schools,” said Duffy, who is the president of the Great Oaks Foundation. “I kind of put the issue aside.”

That changed in June, when the New York City Charter Center CEO James Merriman told charter leaders that he interpreted the law differently. And if the city accepts that reading of the law — or if the interpretation holds up in a legal dispute — the city could be on the hook for millions of dollars more in rent than it expected.

Merriman told school leaders that the law could also be read to include charter schools in private space that are adding grades under their current plans, like Great Oaks. The Center’s guidance on the law has encouraged schools to request that assistance from the city beginning this year, triggering a process that could mean big savings for the 45 charter schools that the Center says are still growing in private space.

Because charter schools don’t receive facilities funding, schools in private space receive about 20 percent less funding than district schools and charter schools that are co-located in city-owned buildings. The gap means school leaders often use their operating budgets or fundraise to pay for rent and utilities.

Covering those costs would have far-reaching financial implications for the city, which is already facing a squeeze from the unambiguous part of the law, which states the city must provide space or funding to brand-new charter schools. The city could have to pay out more than $5 million in rent for private space for the 5,000 students who will attend charter schools opening in 2015-16.

For Great Oaks,the rent subsidy would amount to $2,755.40 for each of the 110 seventh-grade students who are being added to the school in the fall, according to the Charter Center. The subsidy would increase yearly with each new grade, excluding the original sixth-grade class.

To avoid those costs, the city could provide its own public space to schools, although that would bring about its own set of space-sharing issues.

The dilemma could set the stage for another unwanted showdown for the de Blasio administration, which has sought to downplay its differences with the charter school sector, especially the smaller schools that tend to operate in private space. Earlier this year, de Blasio’s decision to roll back three space-sharing plans for Success Academy charter schools resulted in weeks of negative advertising from advocacy groups that were closely aligned with Success Academy CEO Eva Moskowitz.

“De Blasio doesn’t want to get back into denying charter schools of public space,” said Brooklyn College education professor David Bloomfield.

A spokeswoman for the department said the city has received about two dozen requests from charter schools for access to facilities, but that includes schools slated to open for the 2015-16 school year. No requests have been ruled out yet, she said.

The city now has five months to respond to the requests. Duffy submitted a request for space in late June, meaning he might not get a response until nearly three months into the school year.

Daniel Rubenstein, executive director of Brooklyn Prospect, whose expanding elementary and high schools plan to add seven grades between the two schools over the next several years, also said he requested access to facilities.

“This relief will allow us to put every dollar possible from our budget in what matters the most: our classrooms,” Rubenstein said in a statement.

The process begins with a request for public space, but the department could respond with a proposal to cover rent in a school’s private facility. Under the law, schools can appeal any decision if they feel it is not “reasonable, appropriate, and comparable.”

Not all schools adding grades next year are planning to start that process, though. Some school leaders said they weren’t aware that the option existed. Phyllis Siwiec, who runs Global Community Charter School in Harlem, which will add two grades before it reaches capacity, said she had been under the impression that the law “did not apply to current charters.”

Editor’s Note: An earlier version of this story included a quote from Joshua Morales, who misrepresented his position with Bedford Stuyvesant New Beginnings Charter School. That quote has been removed.

 

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.