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Bloomberg Blames Albany for Fiscal Woes


Photo Edward Reed

Don’t blame me, Mayor Michael Bloomberg said on Thursday.

Blame Albany.

Figuratively shaking his finger due north, Bloomberg released a $62.9 billion budget proposal yesterday that would reduce the city's work force by nearly 11,000 people -- almost 7,000 of them from the Department of Education. The mayor shirked responsibility for the cuts, and instead took out the city's fiscal woes on Albany, which he contends could cut $1.3 billion in aid from the city.

"Make no mistake about it, unless the legislature acts New York City residents will pay the price for Albany's bad decisions," said Bloomberg, before delivering his annual PowerPoint presentation on the city budget. "And I will remind everybody who unfortunately may lose their jobs that it's because of Albany's fiscal irresponsibility for the last dozen years."

The state faces an approximately $9 billion deficit, and the legislature and governor have failed to reach an agreement on any plan to deal with it. The state budget was supposed to be approved by April 1. It is now 36 days late with no agreement in sight.

The state's failure to act, said Bloomberg, clouds the city's fiscal future with so much uncertainty that his administration had no choice but to plan for the worst. The city too faces a $5 billion budget hole, which the administration plans to close through cuts. His plan does not raise taxes.

It does propose to strip thousands of classrooms of teachers and close 20 fire companies and 50 senior centers. The mayor promised to hold the Police Department harmless in light of last week's attempted bombing in Times Square.

Cuts to the Classroom

By far, teachers will bear the brunt of the budget ax.

According to the mayor's budget proposal, about 4,419 teachers could be laid off. Another approximately 2,000 teachers could be lost from attrition. This scenario assumes, the mayor said, the city receives a $493 million cut from state education aid.

According to the Alliance for Quality Education, the State Senate's budget plan would eliminate $466 million from the city Department of Education, while the State Assembly's plan would cut $265 million.

That uncertainty is taking its toll in the classroom, said officials.

"We need to know what's going to be done here," said Schools Chancellor Joel Klein following the mayor's budget proposal yesterday. "There is an entire city of 1.1. million kids and their families who are out on the balance and we need guidance."

"You can't pay people with 'what ifs,'" said Klein.

Klein said the Department of Education would start the layoff process in June to make sure schools were prepared to open in the fall. Both Klein and the mayor would not confirm if the city would rehire teachers should they receive additional funding from Albany or from a federal jobs stimulus package targeting education. Reshuffling the classroom last minute could be disruptive, the mayor said.

In response to the cuts, education and labor advocates did not point their fingers at City Hall. They turned to the capital.

"The budget situation is a little brighter than it was in January," said United Federation of Teachers' President Mike Mulgrew in a statement. "But for the sake of the schools and the kids, the city has to join us in Albany in fighting for the revenues we need to prevent all teacher layoffs."

Officials in Albany don't see it that way. The state has tough choices to make too, New York State Budget Director Robert L. Megna said in a prepared statement.

"Mayor Bloomberg has repeatedly said that the state needs to make hard fiscal choices, and Gov. Paterson's proposed budget reflects exactly those kinds of hard choices," Megna said. "The mayor's budget uses the state as a scapegoat to shirk responsibility for their own budget choices."

Amputating Agencies

It's not just the Department of Education that is getting the ax.

In addition to closing 20 fire companies, the mayor proposed reducing the number of firefighters on 60 engines from five to four. About 68 percent of the city's fire companies already operate with four firefighters. In total, the Fire Department will lose 399 positions. The administration also proposed to start billing for false alarms if they occur at the same location more than three times in a six month period.

From the ladders to the stacks, the administration has proposed to cut the city's library workforce by 740 people.

Chart shoes workforce reductions for fiscal year 2011 by agency.

On to the waves: The city hopes to save $300,000 by eliminating the Rockaway Ferry by the end of fiscal year 2010. It will reduce funding for the Queens and Prospect Park zoos, which will likely lead to an admission hike.

Social services, said advocates, have also taken a beating. The administration is still planning to consolidate 16 day care centers, mostly in affluent neighborhoods, and it plans on closing 50 senior centers.

"Once you close a center you can't reopen it," said Bobbie Sackman, the director of public policy at the Council of Senior Centers and Services. "We still think this is premature," Sackman said, urging the mayor to wait to see what Albany will come up with.

Meanwhile, four public pools could close and the swimming season could be reduced by two weeks under the mayor's proposal. Special needs housing for inmates on Rikers Island could also shutter. At the same time, the Department of Correction plans on generating $13.2 million by leasing unused inmate beds to federal agencies.

More than 4,100 after school spots are still on the chopping block, and caseloads at the Administration for Children's Services could increase from 9.5 to 10.9. The administration plans to shutter a drop-in homeless center in Manhattan and could eliminate 90 beds in shelters for homeless single adults.

The Department for Citywide Administrative Services hopes to discontinue the printing of the City Record, publishing it exclusively online, saving $665,000 a year by fiscal year 2012. The proposal would have to be approved in Albany.

If the Mayor's Office of Film, Theatre and Broadcasting has its way, filmmakers would have to pay $300 to get their applications processed, while the Department of Buildings plans on increasing fees for elevator applications.

All of this is subject to City Council approval before July 1. So far, some members aren't taking the proposals quietly.

Revenue on Wall Street

Just moments before the mayor released his executive budget, several members of the City Council gathered before the City Hall steps to demand action.

The council's new progressive caucus called on the mayor to consider taxing the city's most affluent, including implementing an earnings tax on hedge fund managers and increasing the personal income tax for the wealthiest New Yorkers.

"[The mayor] correctly points out that these are very difficult economic times, that unemployment is still high and that sacrifice is still necessary," said Councilmember Brad Lander. "Unfortunately, he is asking for all of that sacrifice to come from children and families and seniors and students in every neighborhood."

Bloomberg balked at any new tax on Wall Street or on wealthy New Yorkers, saying businesses could move elsewhere and the city would lose much needed revenue.

"At some point you drive them out," the mayor said. "We need jobs. We need people to stay here."

Other advocates and labor leaders hope the city -- and the state -- will turn to tax increases to stave off more layoffs and cuts.

"The city is embarking its way on cutting its way though the worst deficit and the worst fiscal times we've ever lived through," said Sackman. "And there is something fundamentally wrong with that."

Labor interests, like the Working Families Party, are also pushing for a tax on Wall Street bonuses. Billy Easton, the executive director of the Alliance for Quality Education, said a Wall Street banker's bonus tax could bring in between $3.5 to $7 billion in new revenue statewide. That, he said, could save the city's classrooms.

Budget Cuts Threaten Dozens of After-School Programs


Roberta Zulawski, Sunnyside Community Services
The after-school program at P.S. 150 in Queens is one of 33 that would close under Mayor Michael Bloomberg's preliminary budget.< div>

A sixth-grade student at P.S. 150 in Sunnyside, Queens, Morgan Gelber relies on the after-school program until her parents get off of work. Without it Gelber said, "I'd probably be home alone for at least five hours."

Soon, though, Gelber and the 200 children in P.S. 150's after-school program in Sunnyside, Queens may have to make other arrangements. Under Mayor Michael Bloomberg's preliminary budget, the Department of Youth and Community Development will cut funding for Out-of-School Time, which provides after-school and summer activities for students, by $7.5 million. This would effectively close 33 free after-school programs as well as summer services at 30 middle schools. (For a list of the 33 programs slated to close go here.)

In total, the elimination of the after-school programs will affect roughly 4,000 elementary and middle school students in all five boroughs. Queens will take the biggest hit with 17 closing, followed by Brooklyn with nine.

A Sizable Cut

The preliminary budgetaddresses New York City's $4.9 billion deficit by calling for $1.6 billion of cuts to city agencies. The Department of Youth and Community Development will suffer one of the worst cuts. The mayor will announce the next step -- his executive budget -- on Thursday, which could make additional cuts or restore some programs. The City Council and the mayor must agree on a budget by July. The preliminary budget proposes that the Department of Youth and Community Development cut spending by 25 percent. If passed as is, the department's budget in the 2011 fiscal year will be $289 million, $99.1 million less then in 2010. The cuts could be worse if the state budget slashes $1.3 billion of aid to the city, as expected.

Department spokesman, Ryan Dodge, said the mayor's preliminary budget is likely to change between now and July. "Traditionally money is restored," he said, noting that last year the preliminary budget was $293.2 million, $96.4 million less then the $389.6 million final budget.

Closing Programs

Youth and community development selected the 33 elementary and middle school programs it would close based on two criteria: whether the program operates year-round and if it is located in what the department considers a high-need ZIP code.

But some school officials think the agency's calculus is off. "The claim is that we are not a high needs school, but I disagree," said Carmen Parache, principle at P.S. 150. "We have a high population of [English as second language] students, and parents need this stability. They can't afford to pay for after-school programs." Parache wondered why the program at P.S. 199, a school in the same neighborhood was spared.

Theresa Greenberg, an associate executive director of Sunnyside Community Services, which operates after-school programs in three schools, said programs could have been spared if cuts were made across-the-board, instead of focusing all the cuts in just some of the programs. "We would still have a piece of a program if they did that," she said.

A department spokesman, though, said across-the-board cuts would interfere with contractual obligations and "weaken the entire system of 421 programs and impact tens of thousands of children." After the cuts, it is estimated that after-school programs will serve 63,000 students in 2011, but programs could be overcrowded.

The Parents' Problem

Most of the concern over the proposed cuts has come from working parents. Soe Kyi, a nurse at Wyckoff Heights Medical Center, has two sons in the after-school program. "Sometime we work overtime, like 16 hours, and I have nobody to pick them up," she said.

Even parents who have a 9 to 5 job, need some place where for their children, said P.S. 150 program director Mirela Sujak. "Where are they gonna go for those three hours?" she asked.

According to the After-School Alliance, 25 percent of New York's children between kindergarten and 12th grade take care of themselves after-school. Students who would like to participate in an after-school program but cannot often lack transportation, a problem expected to become worse if the Metropolitan Transportation Authority cuts or eliminates student MetroCards.

Parents enrolled in colleges may need to drop out or place themselves on a slower track to a degree. Paola Ruiz, a teaching assistant with a daughter in the fourth grade, said, "When I first enrolled her here, I was going to school myself. It was comforting to know that she was here."

"In the worst cases, parents are going to quit their jobs or not continue their schooling because their kids don't have a safe place to go after-school," said Lucy Friedman, president of The After-School Corp., a non-profit advocacy organization. Friedman said she worries that the cuts will further widen the gap between students whose families can afford after-school programs and those who cannot.

Work and Play

The programs not only provide a safe place for students to go but offer recreational activities, cultural events, homework help and extra attention for students learning English as a second language. "Without after-school, my English wouldn’t be good enough," Lobsang Tsomo said before hiding her tears behind a sheet of paper. Basante Abuelmagt, who emigrated from Egypt, said. "This is my first year here in America, without after-school, I’d be at home getting bad grades."

Dileck Secilmis, a 24-year-old parent who teaches art part-time while attending York College, is one of the 27 staff members at P.S. 150 who help elementary students with homework and teach subjects ranging from dance, sports and karate to chess.

Standing in a classroom decorated with the colorful self-portraits of kindergarteners, Secilmis reads Harold and the Purple Crayon. Finishing the book she hands out purple crayons and asks, "What would you do if you were Harold?"

"I wanted them to use their imagination," she explains.

"We're facing a year where a sacred cow will be slaughtered,” said Brooklyn City Councilmember Lewis Fidler. "On a long list of every bad choice this will be almost the worst."

As chair of the Youth Services Committee, Fidler said he would work to secure funds for after-school programs when the budget comes before the City Council in June. He said, "I’m going to fight to make sure that we don’t destroy our future by hurting our children in the present."

A Harlem Middle School Bets on Technology


global tech
Andrea Gabor
A key idea behind Global Tech is that technology, being used here in a Spanish class, can engage students and finally improve middle school achievement.

Visit the common room of Global Technology Preparatory, a new middle school in Harlem, almost any morning of the week, and by 8:30 a.m., 15 minutes before the official start of school, you will find most of the school's 60 or so students, neatly dressed in blue and khaki uniforms. Some sprawl on the floor, some lounge in beanbag chairs, their laptops propped in their laps or on the floor. Groups of boys play DimensionM, a competitive math video game, while some check their e-mail. A small group of girls, noses in old-fashioned printed books, form a reading circle in one corner.

Attendance, the bane of many schools that, like Global Tech, serve a community of mostly poor minority kids, is not a problem here.

"Tabitha used to hate to go to school, now she loves it," said Maria Ortiz of her granddaughter Tabitha Colon who transferred out of a Catholic school to attend Global Tech. "We've had great experiences with every teacher," said Ortiz, adding that the school's focus on technology was a major draw for Tabitha.

As its name implies, this school relies on technology to capture the attention of its students, and to give them a sense of responsibility and empowerment as well as to teach academic subjects, such as math and English language arts, in new and more engaging ways.

With this approach, Global Tech is a poster child for one of New York City Schools Chancellor Joel Klein's latest experiments, the so-called Innovation Zone, or iZone. This effort seeks to use new approaches to education, including more flexible class schedules that extend learning throughout the day and calendar year, and digital technology to improve student engagement and performance. This school year, Global Tech is one of 10 pilot schools in the iZone, which will be expanded to 81 public schools in the 2010-2011 school year. The education department is hoping that Global Tech and other schools like it can finally do something to improve middle school achievement and solve one of the most intractable problems in the city's education system.

Across the Digital Divide

The majority of the student body at Global Tech is poor -- it is a universal Title I school -- and almost all are black or Latino. Only about half the kids have computers at home and even fewer have Internet access.

As it seeks to bridge the digital divide, the school has been using technology to "personalize" learning -- for example, using software and online instruction to offer multiple languages. Other technology allows teachers to identify, in real-time, how students are absorbing a lesson and to gauge when they need extra help or more challenging topics. A major goal is to let students work "at their own pace and allow them access and exposure to the world," rather than locking them away in the classroom, explained Julian Cohen, executive director of school innovation at the city Department of Education.

Using technology -- and the individualized education it affords -- Global Tech, one of the first two middle schools in the iZone, believes it can close the growing gap between what middle schools teach and what is required for success in high school. In 2009, less than 60 percent of middle-school students met or exceeded the English language arts standards; among eighth graders, only 71.3 percent met or exceeded math standards.

Chrystina Russell, the 29-year-old principal of Global Tech, is convinced that giving every child a laptop that bears his or her name will help provide students the differentiated instruction that they need and instill in them a sense of responsibility -- laptop "free time" is withheld when students misbehave -- as well as the conviction that they are both entitled to good schooling and capable of achieving, "just like suburban kids," she said.

The school's small size and technology infrastructure lets teachers more easily identify the strengths and weaknesses of individual students and prepare them -- academically, socially and psychologically --for high school and, eventually, college, according to Russell.

"Often the academic piece is there, but the responsibility piece is missing," explained Jackie Pryce-Harvey, 57, a special education teacher who helped Russell launch the school and plans to complete a certification program that will allow her to become Russell’s assistant principal. "By ninth grade, if you don’t know what's expected, it's too late; you can’t go to Bronx Science," she added.

So far the plan seems to be working. The students treat their Dell tablets with care, and there have been virtually no accidents or vandalism. Russell, who worked as a special education teacher before becoming a principal, had hoped to let the students take their computers home, but the education department vetoed the idea. Parents objected, worried that the computers would make their children, many of whom live in unsafe neighborhoods, targets of violence.

global tech
Andrea Gabor
Before class, students hang out, many reading, playing math games or checking out e-mail on their school-issued laptops.

The students are expected to develop a digital portfolio of their work, which they will submit with their high-school applications. "Kids, when they leave eighth grade with their portfolios, will already be thinking about college," said Russell. These kids, many of whom feel "beaten down" by poverty, the loss of a parent and sometimes both will be "confident about who they are," she said.

The technology clearly is a hook for many of the kids. Stephanie Davis, one of several parents who transferred their children out of charter schools to attend Global Tech, said "The technology -- it's another way to really keep him focused; my son is learning a lot. I walk around every day bragging about this school."

The students just took their first standardized test, so scores are not yet available. But by most measures, Global Tech appears to be doing well. Inside Schools.org lists attendance at the school, which opened its doors last fall with three sixth-grade classes, at 95 percent. A review of the individual attendance records shows that attendance has improved, for most individual students, by a factor of two or three from what it was when they were fifth graders at other schools. Nor has Global Tech lost more than handful of students since the start of the school year -- a common problem for many schools in poor inner-city neighborhoods.

Paying the Bills

For schools in a cash-strapped system like New York City's, a technology-oriented curriculum presents daunting funding challenges. In addition to having to provide, and maintain, devices from smart-boards to computers and video cameras, Global Tech needed help integrating technology into the curriculum and training its teachers. Pryce-Harvey, did not even use email when she and Russell met as New York City Teaching Fellows five years ago. But with the help of an education department specialist funded by Cisco, she has been willing to start experimenting in her classrooms with video and PowerPoint presentations.

Much of the school's technology and support infrastructure has come from corporate donations and grant-funded programs, most of it funneled through the Fund for Public Schools, an organization that supports school-reform efforts. Russell considers fund-raising a necessary part of her job and has assiduously cultivated private backers, such as Lazard Ltd., an investment bank, and Cisco, which has worked closely with the education department on its iZone strategy. "Sustainability is the one thing that keeps me up at night," she said.

Math and Maps

Another key challenge is integrating technology with creative approaches to instruction. The way technology is used in schools like Global Tech dramatically changes not only how education is delivered by teachers and received by students but also the boundaries that traditionally have separated the classroom from the outside world.

At the most basic level, a wired classroom can help good teachers do a better job, and keep kids who have grown up as part of the Internet generation, engaged. Take David Baiz's math classes, which use a combination of animated software, computer-aided assessments, math video games and traditional pen-and-paper calculations to teach geometry. Baiz has a software program called Geometer's Sketchpad that animates geometric shapes, showing rotations, dilations and reflections.

"The visual stuff is much easier to teach using such software," said Baiz who doubles as the school's tech guru. While Baiz believes that kids have to learn basic computation skills, he said, "The technology is more engaging -- it provides more manipulations, more visuals, more critical thinking."

Several times during the course of a lesson, Baiz conducts a quick assessment. He projects math problems on the smart board. The students, using clickers, select the right answer from a multiple-choice list; their answers register on Baiz's laptop so he can see instantly which kids are having trouble grasping a concept.

Anecdotal evidence suggests that Baiz's wired math classes are working. For one thing, math games have become a favorite competitive sport at Global Tech.

In March, Derek Ortiz, a Global Tech special-education student, was the only child from a Manhattan public school to qualify for the DimensionM competition that tests students for speed and accuracy. Derek was one of 12 students to qualify for the middle school individual competition, held at Columbia University in March. Despite being one of the youngest competitors in a pool of mostly seventh and eighth graders, Derek, a sixth grader, came in tenth. That has inspired his friends at Global Tech to try to qualify next year.

Weaker math students also are excelling. For example, Tabitha Colon, who struggled with math since kindergarten, has finally reached grade level in math, and her grandmother Maria Ortiz credits Baiz's class.

How much of this is Baiz's teaching style and how much is it the technology? "I’m getting better as a teacher," said Baiz, 27, with a wry smile. "But not that much better."

In social studies, Global Tech uses online mapping technologies, such as Mapquest and Google Earth to teach kids both geography and about their local neighborhood. The students learned latitude and longitude, how to read maps, cardinal directions and compass skills. They can also take virtual walking tours of other cities. As a final project, all the children produced "urban orienteering" PowerPoint and video presentations, which will go into their portfolios.

Redefining School

Technology also is pushing the physical boundaries of the classroom and allowing the school to offer more with limited resources. Valerie Miller, the school's Spanish teacher speaks no other foreign language but supervises a classroom of students who are taking any one of four languages -- Spanish, French, German or Mandarin/Chinese. Wearing headphones, each student works at a computer terminal using Powerspeak, a foreign-language software program.

Occasionally, the students receive live instruction from a Powerspeak teacher elsewhere in the country who interacts with the student via voice -- the kids wear headphones -- as well as via live chat on their computers and on a smart board.

The distance learning demonstrates both the promise and the obstacles that New York City public schools face in embracing these technologies. Russell notes that some of the remote instructors, most of whom are used to teaching kids from more affluent neighborhoods, have used "inappropriate" harsh criticism of her students, many of whom are studying a foreign language for the first time.

global tech
Andrea Gabor
Principal Crystina Russell, here with some of her students, thinks by the time they leave the school, the kids, most of whom are from poor families, will feel capable of achieving, "just like suburban kids."

"I have no problem with high standards," said Russell. "But some of these instructors don't understand the extra scaffolding that our students need."

Under current New York State rules, every class must be supervised by a certified teacher. Russell and principal's at other iZone schools are already thinking about -- and in some cases experimenting with -- remote learning. Any extension of this would almost certainly require a major change in the relatively rigid work-rules now in teachers' contracts.

Choosing a Staff

Many public school teachers put in extra work on behalf of their students. But implicit in the iZone initiative is the idea that teachers will be available, if not 24/7, then much more frequently than the contract requires. Many of the teachers at Global Tech make themselves available to students via email after hours and on weekends.

"I can email teachers; they're always on line to get emails from kids who might need help," said Jenny Lee Cruz, a sixth grader who said she recently got the power point notes for a social studies project, as well as other assignments, online when she was home sick.

Since Global Tech is a new school, Russell had the luxury of handpicking her staff. Four of the school’s half-dozen full-time teachers, Baiz, Jhonary Bridgemohan, who teaches English language arts, and Courtney Lee, the science teacher, worked at CS 4 in the South Bronx with Pryce-Harvey. In fact, throughout last spring and summer, before the teachers were officially hired, Russell and Pryce-Harvey hosted brunch many Sundays at Pryce-Harvey's Harlem brownstone. Over gourmet meals prepared by Pryce-Harvey, who hails from Jamaica and moonlights as a private chef in the Hamptons during the summers, the prospective staffers gathered without a job guarantee, to plan curriculum, strategize ways to recruit kids and define criteria for new hires.

The Sunday brunches underscored the collaboration and flexibility that Russell expects from her staff -- and that she insists is crucial to a successful school -- as well as an explicit understanding that their teaching responsibilities do not end when school officially lets out at 3:30.

Global Tech also has benefitted from the subtler advantages that come from being part of one of the chancellor's pet projects. It was allocated space in an exceptionally sunny modern building with picture windows that was especially outfitted with new overhead lights, refurbished bathrooms and wireless internet access by one of Eva Moskowitz's Harlem Success Academy charter schools. Just before the charter school moved out, Moskowitz donated two of its smart boards to Global Tech, which shares the building with PS 7.

The Challenges Ahead

As Global Tech reaches the end of its first year, it faces continuing funding challenges as well as the pressures that come with much larger size and expanded promgramming. Positive word-of-mouth has led to a surge in applications; as of April, close to 300 students had applied for the school's incoming sixth-grade class. Russell, who scrambled to recruit her first students last summer, now hopes the education department will cap the incoming sixth grade class at 93. "Otherwise it’s really not a small school anymore," she said.

After several months in which budget cuts threatened the funding to purchase laptops for next year's sixth graders, in late March, Russell got word that the education department will provide $100,000 in funding for each iZone school.

The school also has just been selected by Citizen Schools, a not-for profit after-school learning program, for a partnership that will extend Global Tech's school day to 6 p.m. Students will get homework help and academic enrichment and participate in hands-on apprenticeship programs taught by Citizen Schools teachers and volunteers.

In March, Global Tech hosted Computers for Youth, a program that provides free desktop computers, loaded with educational software, and training for underprivileged young people. The program is actually designed to teach parents how to help their children with schoolwork. Almost all the school's parents signed up for the program and, following three hours of training that began at 7:30 a.m. on a cold, wet Saturday, the families, pulling metal grocery carts, hauled their desktops, bundled in plastic, home through a torrential downpour.

The desktops will help give this year's sixth-graders the tech support they need at home. But funding technology clearly will be an ongoing worry. New families, new teachers -- the school will have to hire at least six more for the next school year year in addition to at least a half dozen relatively inexperienced teachers from Citizen Schools -- and more visibility also will test the school's ability to adapt itsvision to a larger school and to serve as a model the Department of Education can use to improve middle schools throughout the city.

Andrea Gabor is a professor of Journalism at Baruch College/CUNY and the author of several books, most recently The Capitalist Philosophers (Three Rivers Press, 2000).



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