First Person

Jeffco students spread message of peace

All school violence comes down to one thing – hate.

That’s what Standley Lake English teacher Ben Reed believes.

It happened at Virginia Tech in 2007, when a gunman killed 32 people. It happened here in Colorado in 1999, when 13 people were killed in a shooting at Columbine High School. Reed believes “that the shooters were winning, controlling us and the  students were still in fear.”

Day Without Hate banner in Jeffco schoolsStudents and staff at Westminster’s Standley Lake High decided to bring change to their school in 2007. Reed’s English class started talking and came up with a plan that involved having the whole school wear white on the same day to represent school unity and the community’s fight against violence. That was the beginning of  Day Without Hate, which is now spreading across Colorado and beyond.

“It’s hard to keep track of how many schools and states are actually participating,” Reed said. “It’s a grassroots movement. We want students to take the idea and make it their own.”

This year, the event was held Thursday since students didn’t have school Friday. They opted to show their unity and share a message of peace with a rally and a “peace tree.”

“We decided after Virginia Tech that we needed to do something right away,” Reed said. “Students wore white on the last Friday of April and it’s been tradition since. It’s a release and reminder of what’s good.”

White T-shirts, ‘peace tree’ and more

Standley Lake decided to do a school-wide project in its second Day Without Hate and included a few other high schools in Jeffco as well. Generally, schools develop their own Day Without Hate projects and Standley Lake High School organized a ‘peace tree’ this year, in addition to the rally.

Peace Jam, an international education program built around leading Nobel Peace Laureates with the goal to inspire a new generation of peacemakers, assembled the tree out of pipes and the leaves out of fabric, Christy Hayashi, Peace Jam co-sponsor, said.

“We made 32,000 fabric leaves and distributed them to the feeder schools including elementary and middle schools.”

The students were encouraged to write a message of peace and inspiration to be hung on the tree.

At Standley Lake  Thursday, students were also encouraged to give someone they didn’t know well a compliment, a hug or a high-five during a passing period.

Columbine High School students and staff welcomed every student to school Friday with a signed flag that will fly on the school’s flag pole until the next Day Without Hate. An assembly was also held.

Scheduled to appear at the rally were Patrick Ireland, the student who fell out of the window of Columbine after being shot; Frank DeAngelis, Columbine principal at the time of the massacre and still principal today; Dawn Anna, mother of shooting victim, Lauren Townsend; and Arthur Leyba, a teacher when the shooting occurred and still a Columbine teacher today.

“Day Without Hate is just the thought of a day where kids feel safe in their own school,” said Columbine student body president  Olivia Leyshock. “They don’t live in fear of being bullied, and everyone is on the same level. No one is better than anyone else.”

Districtwide rally held

Day Without Hate is now a Jeffco-wide event. Committee members made up of students from different schools planned a districtwide rally at Jeffco Stadium.

Students were encouraged to wear white to get the message of peace across. There was even a Day Without Hate shirt that could be purchased.

“We have sold 14,000 Day Without Hate T-shirts,” Reed said. “It’s a class assignment at Warren Tech. All the shirts are made at cost and sold at cost.”

Judy Shepard, mother of Matthew Shepard, who was killed because of his sexual orientation, was scheduled as keynote speaker. The rally also featured bands and singers. Local band Regret Night was the headliner and a singer from Dakota Ridge High School was also scheduled to perform.

“Day Without Hate is a student-led effort to bring schools and communities together for a celebration of unity, a rejection of fear, and a commitment to work towards nonviolent solutions to any conflict in our school,” Leyshock said.

Learn more

Parents can get involved by contacting their school’s student council and suggesting that student leaders bring the event to their school. For more information,  e-mail

First Person

I’m a Bronx teacher, and I see up close what we all lose when undocumented students live with uncertainty

The author at her school.

It was our high school’s first graduation ceremony. Students were laughing as they lined up in front of the auditorium, their families cheering them on as they entered. We were there to celebrate their accomplishments and their futures.

Next to each student’s name on the back of those 2013 graduation programs was the college the student planned to attend in the fall. Two names, however, had noticeable blanks next to them.

But I was especially proud of these two students, whom I’ll call Sofia and Isabella. These young women started high school as English learners and were diagnosed with learning disabilities. Despite these obstacles, I have never seen two students work so hard.

By the time they graduated, they had two of the highest grade point averages in their class. It would have made sense for them to be college-bound. But neither would go to college. Because of their undocumented status, they did not qualify for financial aid, and, without aid, they could not afford it.

During this year’s State of the Union, I listened to President Trump’s nativist rhetoric and I thought of my students and the thousands of others in New York City who are undocumented. President Trump falsely portrayed them as gang members and killers. The truth is, they came to this country before they even understood politics and borders. They grew up in the U.S. They worked hard in school. In this case, they graduated with honors. They want to be doctors and teachers. Why won’t we let them?

Instead, as Trump works to repeal President Obama’s broader efforts to enfranchise these young people, their futures are plagued by uncertainty and fear. A Supreme Court move just last week means that young people enrolled in the Deferred Action for Childhood Arrivals program remain protected but in limbo.

While Trump and the Congress continue to struggle to find compromise on immigration, we have a unique opportunity here in New York State to help Dreamers. Recently, the Governor Cuomo proposed and the state Assembly passed New York’s DREAM Act, which would allow Sofia, Isabella, and their undocumented peers to access financial aid and pursue higher education on equal footing with their documented peers. Republicans in the New York State Senate, however, have refused to take up this bill, arguing that New York state has to prioritize the needs of American-born middle-class families.

This argument baffles me. In high school, Sofia worked hard to excel in math and science in order to become a radiologist. Isabella was so passionate about becoming a special education teacher that she spent her free periods volunteering with students with severe disabilities at the school co-located in our building.

These young people are Americans. True, they may not have been born here, but they have grown up here and seek to build their futures here. They are integral members of our communities.

By not passing the DREAM Act, it feels like lawmakers have decided that some of the young people that graduate from my school do not deserve the opportunity to achieve their dreams. I applaud the governor’s leadership, in partnership with the New York Assembly, to support Dreamers like Sofia and Isabella and I urge Senate Republicans to reconsider their opposition to the bill.

Today, Sofia and Isabella have been forced to find low-wage jobs, and our community and our state are the poorer for it.

Ilona Nanay is a 10th grade global history teacher and wellness coordinator at Mott Hall V in the Bronx. She is also a member of Educators for Excellence – New York.

First Person

I was an attorney representing school districts in contract talks. Here’s why I hope the Supreme Court doesn’t weaken teachers unions.

PHOTO: Creative Commons / supermac1961

Many so-called education reformers argue that collective bargaining — and unions — are obstacles to real change in education. It’s common to hear assertions about how “restrictive” contracts and “recalcitrant” unions put adult interests over children’s.

The underlying message: if union power were minimized and collective bargaining rights weakened or eliminated, school leaders would be able to enact sweeping changes that could disrupt public education’s status quo.

Those that subscribe to this view are eagerly awaiting the Supreme Court’s decision in the case of Janus v. American Federation of State, County, and Municipal Employees. At issue is the constitutionality of “agency” or “fair share” fees — employee payroll deductions that go to local unions, meant to cover the costs of negotiating and implementing a bargaining agreement.

In states that permit agency fees (there are about 20), a teacher may decline to be part of a union but must still pay those fees. If the Supreme Court rules that those agency fees are unconstitutional, and many teachers do not voluntarily pay, local unions will be deprived of resources needed to negotiate and enforce bargaining agreements.

Based on my experience as an attorney representing school districts in bargaining and contract issues, I have this to say to those hoping the Court will strike down these fees: be careful what you wish for.

Eliminating fair share fees (and trying to weaken unions) represents a misguided assumption about bargaining — that the process weakens school quality. To the contrary, strong relationships with unions, built through negotiations, can help create the conditions for student and school success. Indeed, in my experience, the best superintendents and school boards seized bargaining as an opportunity to advance their agenda, and engaged unions as partners whenever possible.

Why, and how, can this work? For one, the process of negotiations provides a forum for school leaders and teachers to hear one another’s concerns and goals. In my experience, this is most effective in districts that adopt “interest-based bargaining,” which encourages problem-solving as starting point for discussions as opposed to viewing bargaining as a zero-sum game.

Interest-based bargaining begins with both sides listing their major concerns and brainstorming solutions. The touchstone for a solution to be adopted in a bargaining agreement: Is the proposal in the best interests of children? This important question, if embedded in the process, forces both sides to carefully consider their shared mission.

For example, some districts I worked with paid teachers less than comparable neighboring districts did. It would have been unreasonable for unions to insist that their pay be increased enough to even that difference out, because that would mean reducing investments in other items of importance to children, like technology or infrastructure. At the same time, it would have been untenable for management to play “hard ball” and deny the problem, because to do so would likely lead to a disgruntled workforce.

Instead, both sides were forced to “own” the issue and collaboratively craft plausible solutions. That made unions more agreeable to proposals that demonstrated some commitment by the district to addressing the issue of pay, and districts open to other things that they could provide without breaking the budget (like more early release days for professional development).

To be sure, many school administrators could get frustrated with the process of bargaining or having to consult the negotiated agreement when they want to make a change. Some districts would very much like to adopt an extended school day, for example, but they know that they must first consult and negotiate such an idea with the union.

Yet, in districts where school administrators had built a reservoir of goodwill through collective bargaining, disagreement does not come at the cost of operating schools efficiently. Both sides come to recognize that while they inevitably will disagree on some things, they can also seek agreement — and often do on high-stakes matters, like teacher evaluations.

How does this relate to the Supreme Court’s pending decision? Without fees from some teachers, unions may lack the resources to ensure that contract negotiations and enforcement are robust and done well. This could create a vicious cycle: teachers who voluntarily pay fees for bargaining in a post-Janus world, assuming the court rules against the unions, will view such payments as not delivering any return on investment. In turn, they will stop contributing voluntarily, further degrading the quality of the union’s services.

Even more troubling, if fair share fees are prohibited, resentment and internal strife will arise between those who continue to pay the fees and those who refuse. This would undercut a primary benefit of bargaining — labor peace and a sense of shared purpose.

Speaking as a parent, this raises a serious concern: who wants to send their child to a school where there is an undercurrent of bitterness between teachers and administrators that will certainly carry over into the classroom?

It is easy to see the appeal of those opposing agency fees. No one wants to see more money going out of their paycheck. The union-as-bogeyman mentality is pervasive. Moreover, in my experience, some teachers (especially the newer ones) do not recognize the hidden benefits to bargaining contracts.

But, obvious or not, agency fees help promote a stable workplace that allows teachers to concentrate on their primary responsibility: their students. Removing the key ingredient threatens this balance.

Mark Paige is a former school teacher and school law attorney who represented school districts in New England. He is currently an associate professor of public policy at the University of Massachusetts – Dartmouth.