First Person

This week's safe schools snippets

A Douglas County school nurse gives flu shots during a recent school flu shot clinic.

Study: Bullied kids showing up in school nurses’ offices

Elementary school children who were victims of peer bullying — along with the bullies themselves — made more frequent visits to a school nurse’s office with complaints of physical illnesses and injuries than their other classmates, according to new research out of Kansas. Read more in HealthDay News.

Boy Scout garden to promote peace

Former Governor’s Ranch Elementary student and Boy Scout Matthew Meyer is on a mission – to spread peace in the community by memorializing past school staff in a Peace Garden.

Summit Ridge Middle School, along with his Boy Scout unit and a team of parent volunteers, will build the GRE Peace Garden.  Staff members who passed away will be represented by the beautiful flower garden.

The garden project is part of Matthew’s work to become an Eagle Scout.  He chose this project to positively impact the entire community.

Student: Columbine-style threats on Facebook a joke

COLORADO SPRINGS – A Palmer High School student who made Columbine-style threats on Facebook was asked not to come to school on Wednesday, police said. Check out the 7NEWS report.

Public school worker background check heads to state Senate

Any contractor who does work for a public school will have to get a background check first under a bill headed to the state Senate. The Senate Education Committee passed the measure unanimously Thursday afternoon. It requires all contractors, including electricians, plumbers, bus drivers and janitors to pass a background check. Check out the CBS4 report.

Jury deliberating case of coach accused of sex assault

BROOMFIELD – A jury is deliberating the case of a former Broomfield High School teacher and wrestling coach charged with having a sexual relationship with a student when she was 17. Check out the 7NEWS report.

A crusade of kindness to stop bullying, teen suicide

DENVER – Suicide in the second leading cause of death for teens in Colorado. Some studies show that more than 50 percent of those incidents are directly related to bullying. See the 9NEWS story.

Teen facing arson charge for classroom fire

GRAND JUNCTION – A teenager is facing arson charges for setting a classroom at Bookcliff Middle School on fire, according to KJCT-TV.

Denver  principal accused of not notifying police of gun threat

Last Thursday at Edison Elementary School, an eight-year-old boy, who parents say has been causing problems all school year, allegedly threatened to bring a gun to school and shoot another child. See the KWGN2 News report.

Man chased by cops races through school

COLORADO SPRINGS – A fleeing suspect was arrested Wednesday after dashing through Madison Elementary School in central Colorado Springs, prompting the school to go on emergency lockdown. Read more in the Denver Post.

Police investigate threats by Edison Elementary student

Denver Police are investigating an incident at Edison Elementary in north Denver in which a student is suspected of making a threat and administrators are accused of not reporting it. Read more in the Denver Post.

Springs teen arrested in vandalism of church, school

COLORADO SPRINGS – Colorado Springs police said they arrested a 17-year-old boy accused of vandalizing a church and high school early Sunday while under the influence of alcohol and possibly drugs. Watch the 7NEWS report.

Colorado OKs school safety measure

On Monday, the Colorado House of Representatives voted unanimously in favor of Senate Bill 11-173, the first bill in the nation to establish that communications interoperability is a necessary part of a school safety, readiness, and incident management plan. The bill also establishes a partnership between schools and local or regional homeland security personnel. Read more on PR News.

Bullet narrowly misses teacher in Jeffco H.S. classroom

EDGEWATER – A bullet came flying through a classroom window and narrowly missed a teacher sitting at a desk at Jefferson High School in Edgewater Wednesday. Check out the KWGN report.

Inspiring messages appear around school

FORT COLLINS – Anonymous notes have been showing up on the walls of Bauder Elementary school, but their messages aren’t the kind teachers frown upon. The notes that have been showing up for the last few weeks all have inspirational messages on them. Get more information on 9NEWS.

Connie Cooper, a fourth-grade teacher at Bauder, says the student who’s placing the anonymous notes got the idea from a newspaper article printed in Buffalo, New York. It tells the story of a middle school student who tried to combat the teasing and bullying in the school by posting positive notes around the school, in an effort to make students smile and feel good about themselves.

Anti-bullying measure clears Senate committee

In an almost empty Capitol parking lot late Thursday afternoon, Sen. Pat Steadman stood alone reflecting on more than two hours of emotional testimony from people who, like himself, have been bullyied throughout their lives. That testimony came during an emotional hearing of House Bill 1254, which aims to reduce bullying in schools and communities across the state. Check out the KWGN report.


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.