Like many other school districts in large, metropolitan cities, New York City Schools currently have a shortage of qualified teachers, especially in the most challenging schools. Though state law requires teachers in the targeted critical subject areas of mathematics, science and special education to be certified, there are 600 positions now held by teachers without the proper credentials. This shortage, which covers all grades in the middle and high schools, demanded an innovative solution to the problem.
New York City schools and the United Federation of Teachers developed a creative method to fill the need for experienced, certified teachers — a new housing support program. It is considered one of the most concerted and generous programs aimed at recruiting teachers in subject areas with the worse shortages. The joint effort is a rare example of cooperation between the two parties.
The housing support program gives incentives worth up to $15,000 to certified teachers in the shortage areas. The initial payment incentive is up to $5,000 for housing-related expenses. These expenses include relocation costs, down payment on a mortgage, and rental fees and deposits. This initial payment is followed by a monthly housing stipend of $400 for a two-year period.
Additionally, the New York City schools and teachers' union have partnered with the city's Department of Housing Preservation and Development to provide home ownership assistance to these teachers. This will include home ownership counseling and access to down payment assistance for eligible teachers and their families.
To qualify for the housing support program, teachers must have at least two years teaching experience, be able to pass a rigorous selection process, and be willing to commit to teach in New York City schools for at least three years. Former New York City schools teachers with two years teaching experience, certified and have been out of the New York City schools system for at least two years also are eligible for the program. Teachers already living in the New York City schools area and wish to switch to the city schools could use the money for existing rent and mortgage payments.
The innovative program creates an opportunity for all members of the teachers union to avail themselves of these housing subsidies and defray the higher cost of housing in the New York City schools area. It is one of the most aggressive housing incentive programs in the United States. In comparison, Chicago schools offer a $7,500 subsidy, while California offers up to $20,000 but all of it must be repaid.
The New York City schools are strategically recruiting with trips to the state of California, which has comparable housing costs, as well as other states in the northwestern and southeastern areas of the United States. Additionally, an advertising campaign will promote the New York City schools program in the local and national newspapers, as well as other print and electronic media. The New York City schools are hoping to hire an extra 100 teachers for the 2006-07 school year. Teachers hired will begin work in a high-need middle or high school, where these teachers are most in demand.
The new housing support program will make a real difference to underserved students and gives a competitive advantage to the New York City schools.
'No Bully' Policy at Philadelphia Schools
Philadelphia Schools has a "just say no" policy, when it comes to school bullies and other related negative student behavior.
Approximately, two thirds of all deaths among children and adolescents in the United States are the result of injury-related causes. These include motor vehicle crashes, unintentional injuries, homicide and suicide. According to the Centers for Disease Control and Prevention, at least 126 students committed a school-associated homicide or suicide between 1994 and 1999. Of these students, 28 committed suicide, of which eight intentionally injured others immediately before killing themselves. None of these students were involved in gangs.
The suicides, now referred to as "bullycide", were attributed to school-associated violence, including bullying and other such social stressors. Though the 126 students may seem small for a national statistic, this is only the tip of the iceberg. It does not address the number of students who develop substance abuse and psychological problems due to being bullied and harassed at school — some for many years from elementary through high school by the same individual(s).
"Pediatrics", Journal of the American Academy of Pediatrics, reported in its May 5, 2004, issue that the rise of obesity and overweight in school-aged children is associated with "many negative social and psychological ramifications." Peer aggression is at the top of the list.
To work toward eliminating this rising national problem in their schools, Philadelphia schools developed a policy that prohibits anyone from bullying or seriously threatening any member of the school community during school hours and coming to and from school. This includes:
• Repeated threats;
• Threats of bodily injury;
• Physical or psychological intimidation;
• Extortion of any type;
• Fighting or other acts/threats of violence;
• Repeatedly posting information about another individual without his/her consent on the Internet, bulletin boards, school walls, individual's personal belongings, or any other location — whether it is during school hours or not; and
• Harassment for any reason, but especially due to race, gender, disability, language or physical characteristic.
Besides school personnel, Philadelphia schools have enlisted the help of the students and their parents. They have set up a Bully Hotline that is staffed 24 hours a day for students or parents to report school-related abuse. The hotline serves over 175 languages through a telephonic interpretation service. Philadelphia schools promise to act on a reported problem within 24 hours of receiving the hotline complaint. For some issues, callers may receive a follow-up telephone call to ensure the situations were satisfactorily resolved.
Philadelphia schools created flyers in nine different languages that describe the school policy against these negative behaviors, the Bully Hotline, and instructions for non-English language individuals to access the hotline. The eight non-English languages are the most frequently encountered in Philadelphia schools and represent over 85 percent of their "English as a Second Language" students.
The flyers were sent to the parents of students enrolled in their schools. Additionally, they asked parents and community groups to further distribute the flyers throughout the city.
Philadelphia schools are truly concerned about the safety and well-being of its students. They believe that all students have a right not to be bullied or harassed. With their "no bully" policy and the hotline, they are well on their way to prevent, address and eliminate intimidation and harassment of any student for any reason.
Academic Intervention Services Available from New York Schools
As with all public schools across the nation, New York schools have standards in reading and mathematics that must be met by its students. Unfortunately, many students fall short of the standards and their families are not in a position financially to provide the extracurricular tutoring that is required to improve the skills of their children. The New York schools do not want to see any child at any grade left behind and provides the solution.
The New York schools have student academic intervention programs that provide the needed tutoring, counseling and teaching of skill sets. The New York schools services are a supplement to the general teaching curriculum.
New York schools students who are academically at risk and need assistance in the areas of English language arts, mathematics, social studies, and/or science are candidates for intervention. The New York schools support may address the areas of guidance, counseling, attendance and study skills, all of which affect a student's ability to perform well academically.
The New York schools academic intervention may be offered during regular school hours or during an extended school day or year, depending upon the school. New York schools educators determine the need for intervention. It is not something that may be requested or refused by parents, though their cooperation can make a difference between success and failure of the program.
If a child in the New York schools is determined to need such intervention, the parents are notified in writing, telling them of the commencement of the program for their child, what services will be provided, the reason intervention is required, and the consequences for the student of not achieving the expected performance levels. New York schools communication with the parents is ongoing and encourages their cooperation and participation in the program. There is at least one consultation a semester with the classroom teacher and other New York schools professional staff, who are assisting their child. Progress reports are given the parents at least on a quarterly basis. Additionally, information is provided to the parents on how to work with their child to improve academic achievement, how to monitor the child's progress, and how to work with New York schools educators to improve their child's achievement.
New York schools student academic intervention is determined as follows:
• Kindergarten through grade three —
Student lacks reading readiness, including knowledge of sounds and letters, and is based on appraisal by the New York schools; OR
Student is at risk of not meeting the New York schools' required performance level in English language arts and/or mathematics. This may include diagnostic screening or vision, hearing and physical disabilities; and limited English proficiency determination.
• Grades four through eight —
Student scores below the state required performance level on one or more New York schools elementary assessments in English language arts, mathematics, social studies or science; OR
Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
• Grades nine through twelve —
Student scores below the New York schools required performance level on one or more state intermediate assessments in English language arts, mathematics, social studies or science; OR
Student scores below New York schools required performance level on any one of the state examinations that are required for graduation; OR
Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
The New York schools student academic intervention is ended, when a student successfully meets the state's required performance level in the areas he or she was having difficulty. Though school standards are now the norm across the nation, the New York schools are going one step beyond to ensure students meet those standards.
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