Tag: NYC

  • Teachers Create Tool to Help NYC Families Find Childcare

    Teachers Create Tool to Help NYC Families Find Childcare

    Educators tap two tech firms to create NYC Childcare Navigator, a free platform that cuts through the chaos.

    A one-stop shop

    Frustrated by the maze of agencies, websites, and applications families face to find childcare and possible financial support, New York City teachers said, “Enough!”

    The United Federation of Teachers, the union that represents more than 200,000 educators and professionals in New York City, teamed up with two tech firms to build a better approach: NYC Childcare Navigator.

    Navigator is a platform that connects New York City families to upwards of 12,000 childcare options across the five boroughs. It offers instant eligibility checks for money-saving programs, step-by-step application support, and the most comprehensive directory of childcare providers in the city — all in one free, easy-to-use website.

    The union created the tool as a benefit for its own members, but it was so successful that the union opened it up to all New York City residents in October. 

    “We couldn’t gatekeep something that we knew so many New York City families needed,” said Michael Mulgrew, president of the United Federation of Teachers.

    Centralizing tailored childcare

    The union partnered with Mirza, a city-based tech firm that builds platforms to connect low-wage workers with local, state, and federal benefits, including for childcare.

    “We wanted to get meaningful benefits to parents, but there wasn’t a single place that would allow a parent to see all the options available. That felt like a big missing piece. But it also pointed toward a solution,” said Siran Cao, CEO and Co-Founder of Mirza, who said she was inspired by how her own mother navigated a new country and the impact that a few well-timed bits of financial support had on her own family.

    The union then introduced Upfront, a software company that consolidates multiple sources of childcare providers into a single, centralized database. The result: parents using the NYC Childcare Navigator can see every licensed program in NYC (center, home, and school-based), searchable by zip code, child’s age, availability, languages spoken, special needs, and many other filters. For the first time, childcare providers can claim a dedicated page to share current information about their specific childcare services.

    “It’s everything in a single location instead of having to make dozens of calls and scour multiple, incomplete websites,” said Levin-Robinson, who said she was motivated by how challenging it was to find care for her own children.

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  • What to Know about NYC School Bus Companies’ Shutdown Threats – The 74

    What to Know about NYC School Bus Companies’ Shutdown Threats – The 74


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    New York City’s troubled yellow school bus system is in the spotlight once again, with threats of a service disruption and looming mass layoffs due to a contract dispute with the city.

    The city’s largest school bus companies notified the state Department of Labor that they are preparing to shut down operations and lay off employees on Nov. 1 if they don’t receive a contract extension, the New York Post first reported Monday.

    Lawmakers, advocates, and city officials immediately condemned the bus companies’ threat, with schools Chancellor Melissa Aviles-Ramos calling the move “deeply upsetting and an act of bad faith.”

    The timing of the bus company’s push, just before November’s mayoral election, for a five-year extension that would outlast the incoming mayor’s first term, “effectively bypassed the oversight of voters and elected officials who manage these vital services,” Aviles-Ramos said.

    Mayoral frontrunner Zohran Mamdani agreed, telling reporters at an unrelated Tuesday press conference that the oversight panel in charge of approving the contract “is right to not give in to the threats.”

    The bus companies argue they have no choice because their temporary contract is expiring and they can no longer operate without a longer-term agreement.

    The episode is the latest in a long history of conflicts over how to manage the sprawling yellow bus system, which relies on a patchwork of largely for-profit companies to ferry some 150,000 students across nearly 19,000 routes each day. All told, the city spent nearly $2 billion on school busing last year.

    Parents and advocates hope this clash can draw renewed attention to problems in a system notorious for delayed and no-show buses, long rides without sufficient AC, and a lack of transparency.

    “There’s this tug of war over the money,” said Sara Catalinotto, the executive director of the advocacy group Parents for Improving School Transportation. “But this is a service, and without it these kids are discriminated against.”

    What’s the history behind these bus contracts?

    The current dispute springs from a disagreement over how to handle the city’s “legacy” school bus contracts, which date back to the 1970s and are typically renewed every five years. They most recently expired in June.

    In the months before the contracts expired, city Education Department officials signaled they were interested in rebidding the contracts, or soliciting offers from a new set of companies to more efficiently modernize buses, increase service, and strengthen sanctions for contract violations.

    Simply renewing the existing contracts gives the city “far less negotiating ability … because we have to continue with this same set of vendors,” Emma Vadehra, the Education Department’s former deputy chancellor, told the City Council in May.

    But city officials say they can’t move forward with rebidding without the option to offer something called the “Employee Protection Provision,” or EPP.

    That protection — built into the legacy contracts for decades — ensures unionized bus workers laid off by one company are prioritized for hiring by other companies, at their existing wages. Drivers and union officials consider the provision a dealbreaker — and would almost certainly strike without it.

    But city officials say a 2011 state court decision prohibits them from inserting EPP into new contracts if they rebid — and only allows them to keep EPP if they extend existing contracts. The only fix, city officials say, is changing state law — an effort that has so far stalled in Albany.

    Without that state legislation, city officials faced a choice: inking another five-year extension or pushing for a shorter-term contract in the hopes state lawmakers quickly clear the way for a rebid.

    Who is opposed to a five-year contract renewal?

    While the city moved ahead with negotiations for a five-year extension, a growing number of advocates, parents, and lawmakers flooded meetings of the Panel for Educational Policy, or PEP — the body that approves Education Department contracts — to push for a shorter-term contract.

    “Do not vote yes to extend for some long period of time,” said Christi Angel, a parent leader in District 75, which serves students with significant disabilities who disproportionately rely on busing, at the September PEP meeting. Roughly 43% of students who ride school buses have disabilities. “Don’t reward bad behavior,” Angel said. “This is a broken system.”

    Their arguments quickly gained traction in the PEP, where multiple members expressed their opposition to a five-year extension at September’s meeting.

    The panel is expected to vote on the five-year extension next month, after the mayoral election, said PEP Chair Greg Faulkner, though he would prefer to wait until the new mayor takes office in January.

    “Shouldn’t the mayor-elect have some say in a billion dollar contract?” said Faulkner. “I just think that’s sound governance.”

    Why are the city and bus companies at odds right now?

    Over the summer, the city and bus companies agreed to two emergency extensions to keep service running, the second of which expires on Oct. 31.

    Without a guarantee of an active contract after that date — since the PEP is not voting this month — the bus companies claim they have no choice but to consider layoffs.

    The city, however, had “long planned” to offer an emergency extension for November and December, and officials delivered the agreement to the bus companies on Monday, Aviles-Ramos said.

    The PEP only votes on those extensions after they’ve already taken effect, Faulkner noted.

    The bus companies, he said, are attempting to “create confusion in order to hold us hostage for a longer term agreement.”

    The bus companies reject that assertion and say they simply cannot survive any longer on emergency extensions, which don’t allow them the kind of long-term certainty they need to operate their businesses.

    “Banks will not finance 30-day extensions, buses can’t be bought, payroll cannot be paid,” said Sean Crowley, a lawyer representing several companies. “Enough is enough!”

    The companies claim that they have already worked out the contours of a new five-year contract extension with the city and are just awaiting the PEP’s approval, though Faulkner said the Education Department hasn’t yet presented the PEP with the contract.

    What happens from here?

    A spokesperson confirmed that several bus companies had received the city’s offer for another emergency contract extension and were reviewing the documents.

    Aviles-Ramos said the city is working to get “alternative transportation services” in place if that falls through.

    But even if the bus companies and city do manage to avoid a service shutdown Nov. 1, the episode raises larger questions about how to make lasting improvements in the troubled system. Ongoing driver shortages make that task even harder.

    The bus companies argue that the five-year contract agreement they sketched out with the city would achieve many of those goals, including stricter accountability to ensure drivers use GPS tracking, more staffing to field parent complaints, and monetary penalties for companies that underperform, according to testimony submitted to the PEP in September.

    But critics continue to push for a shorter-term extension to give the state legislature time to pass EPP legislation, and clear the way for a rebid.

    Mamdani has not offered specifics about how he would manage the school bus system, but said Tuesday that given the many concerns about yellow bus service, any contract extension deserves a “hard look.”

    Some reformers point to changes already underway. Under Mayor Bill de Blasio, the city bought out the largest bus company and turned it over to a nonprofit overseen by the city.

    Matt Berlin, the CEO of that nonprofit, called NYCSBUS, and former director of the city’s Office of Pupil Transportation, believes the nonprofit model has “a lot to offer the city” and could expand.

    Chalkbeat is a nonprofit news site covering educational change in public schools. This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.


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  • From ‘Bring It On’ to ‘This Policy Is Crazy,’ NYC Parents React to Cellphone Ban – The 74

    From ‘Bring It On’ to ‘This Policy Is Crazy,’ NYC Parents React to Cellphone Ban – The 74

    One year after I reported on New York City parents’ reactions to a proposed ban on cellphones in the classroom, students and teachers have returned to schools with that ban in place. 

    When I asked families on my 4,000-plus-member NYC School Secrets mailing list how they felt about the new restriction, I received answers ranging from enthusiasm to concern. 

    “Phones and smartwatches in classrooms and school hallways are more than just a distraction — they’re a barrier to learning, focus and social development,” according to Manhattan’s Arwynn H.J. 

    “Bring on the ban,” cheered Bronx parent and teacher Jackie Marashlian. “My high school students were ready to air-scroll me toward the ceiling with their fingers, so bored with whatever it was I was trying to impart to them. One day we had a WiFi glitch and I saw my students’ beautiful eyes for the very first time. Bring kids back to face-to-face interaction and socializing during lunch breaks.” 

    “As a middle school teacher in the Bronx and parent of an eighth grader, I think the cellphone ban is fantastic,” agreed Debra. “While my son is ‘devastated’ he can’t have his phone, it scares me that he’s said he doesn’t know what to do at lunch/recess without a phone. Kids have become so reliant on technology, even when they are with their peers, that often they are not really WITH their peers; they are all just staring at their phones. I hope the cellphone ban leads more students to be both physically and mentally present.”

    For mom Elaine Daly, the phone ban affects her more than her special-needs daughter. “My child is 11 and knows she is not to use the phone in school. My parental controls blocks, locks and limits access. But I need her phone to be on so I can also track her, since the NYCSchools bus app always says: Driver offline.”

    Jen C., who reported the ban has been going well with her child in elementary school, sees a bigger issue for her high school-age son. “He has homework online and likes to get started during his free periods. However, he’s not allowed to use his laptop, and there are not enough school issued laptops. I feel that teachers should give off-line work, or the school needs to give access to laptops.”

    Parents of older students were the ones most likely to be against the blanket edict.

    “You can’t have the same policy for kids 6 years old and for 17 years old,” mom Pilar Ruiz Cobo raged. “This policy is crazy for seniors. Yesterday, my daughter had her first college adviser class, and only five kids could work because the rest didn’t remember their passwords to Naviance and the Common App. The verification code was sent only to their phones. Children who don’t study, don’t study with and without phones, now the children who actually work have to work double at home.”

    A Queens mom pinpointed another problem. “Many high school students leave the premises for lunch, and my son’s school is one of those. He said they’re not allowed to take their phones. Children need to use phones outside of school for various reasons; to use phone pay, to contact their parents for lunch money or any updates, etc…”

    The policy varies from school to school. At some, students are allowed to request their phones back when temporarily leaving the premises. However, the larger the school, the less likely it is to have enough staff to handle such exchanges.

    “An interesting aspect of this policy is that although it was presented as a smartphone ban, it’s actually much more expansive, including tablets and laptops,” pointed out dad Adam C. “This presents a challenge for high school students who rely on laptops for receiving, completing and submitting assignments through Google Classroom.”

    “They say parents have to provide their own laptop pouch (there are none similar to Yonder), and they can’t store laptops in backpacks,” confirmed Queens mom Y.N. “My son has afterschool sports activities and likes to do his homework on his laptop in between. I think he’ll have to take it with him and hope they don’t confiscate.”

    “While I’m not opposed to keeping students off platforms like Snapchat during school hours,” Adam continued, “They should be able to connect a laptop to a school-managed Wi-Fi network for school-related purposes, and the current policy doesn’t provide the schools with much leeway around this.”

    But Y.N. doesn’t believe that’s accurate. “I already voiced my concern to the Student Leadership Team (SLT). At the Panel for Education Policy, they said these rules are fluid. Because the regulations came after the SLTs were done for the year, the chancellor said they should be able to change them. She said a plan had to be made before Day One, but it doesn’t mean that adjustments can’t be made at the school level. ‘Tinkering’ was the word they kept using.”

    If that’s the case, perhaps NYC can pull back from its traditional one-size-fits-all approach and allow individual schools to “tinker” and set limitations based on the needs and feedback of their community, adjusting policy based on grade level, academic requirements and a multitude of other factors.


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  • NYC Teachers Believe Many Kids Are Gifted & Talented. Why Doesn’t the District? – The 74

    NYC Teachers Believe Many Kids Are Gifted & Talented. Why Doesn’t the District? – The 74


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    In 2020, around 3,500 incoming New York City kindergartners were deemed eligible for a public school gifted-and-talented program. In 2021, that number spiked up to over 10,000.

    What happened to nearly triple the number of identified “gifted” students in NYC in a single year?

    The difference was the screening method. In 2020, as in the dozen years beforehand, 4-year-olds were tested using the Otis-Lennon School Ability Test and the The Naglieri Nonverbal Ability Test. Those who scored above the 97th percentile were eligible to apply to citywide “accelerated” programs. Those who scored above the 90th were eligible for districtwide “enriched” classes.

    But in 2021, the process was changed. Now, instead of a test, students in public school pre-K programs qualify based on evaluations by their teachers, and there is no differentiation between those eligible for “accelerated” or “enriched” programs.

    In 2022, the last year for which figures are available, 9,227 students were deemed qualified to enter the gifted-and-talented placement lottery. But for the last decade there have only been about 2,500 spots citywide. Over 6,700 “gifted” students weren’t offered a seat. 

    That’s a shame, because, based on their overwhelming responses to the city’s G&T recommendation questionnaires, NYC teachers believe the vast majority of their young students – a statistically impressive 85% – would thrive doing work beyond what is offered in a regular classroom.

    When evaluating students for a G&T recommendation, teachers are asked, among other things, whether the child:

    • Is curious about new experiences, information, activities, and/or people;
    • Asks questions and communicates about the environment, people, events and/or everyday experiences in and out of the classroom;
    • Explores books alone and/or with other children;
    • Plays with objects and manipulatives via hands-on exploration in and outside of the classroom setting;
    • Engages in pretend/imaginary play;
    • Engages in artistic expression, e.g. music, dance, drawing, painting, cutting, and/or creating
    • Enjoys playing alone (enjoys own company) as well as with other children.

    This video illustrates how such “gifted” characteristics can be applied to … anybody.

    The Pygmalion Effect has demonstrated that when teachers are told their students are “gifted,” they treat them differently — and by the end of the year, those children are performing at a “gifted” level.

    Extrapolating that 85% of incoming kindergartners to the 70,000 or so kids enrolled at every grade level in NYC, that would mean there are 59,500 “gifted” students in each academic year, for a whopping total of 773,500 “gifted” K-12 students in the New York City public school system.

    And extending those calculations to the whole of the United States, then 85% of 74 million — i.e. 62,900,000 — 5- through 18-year-olds are capable of doing work above grade level. With that in mind, academic expectations could be raised across the board, and teachers would implement the new, higher standards filled with confidence that the majority of their students would rise to the occasion. NYC teachers have already said as much on their evaluations.

    What would happen if NYC were to provide a G&T seat to every student whom its own teachers deemed qualified? If it were subsequently confirmed that over 773,500 students in a 930,000-plus student school system are capable of doing “advanced” work, can parents, activists and everyone invested in making education the best it can possibly be for all expect to see such higher-level curriculum extended to all students — in NYC and, eventually, across America?

    As for the minority who weren’t recommended for “advanced” instruction, the combination of Pygmalion Effect and the benefits of mixed-ability classrooms should raise their proficiency, as well.

    Isn’t it worth a try?


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