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TITLE Redesigning Low-Performing Schools: It's Union Work. INSTITUTION American Federation of Teachers, Washington, DC. PUB DATE 1999-06-00 NOTE 27p. AVAILABLE FROM AFT Order Department, 555 New Jersey Avenue, N.W., Washington, DC 20001-2079 (Item 23). PUB TYPE Guides - Non-Classroom (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Improvement; Educational Quality; Elementary Secondary Education; Equal Education; Excellence in Education; High Risk Students; Low Income Groups; Poverty; Public Education; *Public Schools; Teacher Associations; Teacher Role; *Unions IDENTIFIERS *Low Performing Schools

ABSTRACT This booklet examines the need for action to improve the nation's lowest performing public schools, noting the responsibility of teacher unions to participate in the development of workable solutions. Section 1, "Redesigning Low-Performing Schools," discusses reasons for concern, what should be done, and how to implement change. Section 2, "Questions and Answers," discusses why the union supports the redesign or closing of low-performing schools; what are some indicators that a school is low-performing; what are the features of an effective school-redesign process; why low-performing schools should select effective research-based programs; what the union should do to ensure that identified schools effectively implement good programs; and how schools can afford such programs. Section 3, "Background Information," discusses turnaround schools, focusing on what can be done to help struggling schools; the union's responsibility to use tough love when schools do not work; alternative remedies; the effect of teacher and union participation; and systemic improvement. Section 4, "Background Reading," presents suggested reading materials. (SM)

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I. AFT Convention Resolution / Page 3 II. Questions &Answers / Page 9 III. Background Information / Page 13 IV. Background Reading / Page 21

3 Design: Bornstein Associates / Illustration: Dan Sherbo I. Redesigning Low Performing Schools

AFT Convention Resolution Adopted July 19, 1998

It is as much the duty of the union to preserve public education as it is to negotiate a good contract.

dent achievement, professional develop- I. Why We Are ment, curricula and assessments aligned to the standards, and promotion policies and Concerned other incentives that reward students for America's public school system has always working hard and meeting the standards been one of its most important institu- our schools can match or surpass the tionscharged with preparing all students accomplishments of the highest-achieving for responsible citizenship and productive nations. We also recognize, however, that adult lives. To fulfill this mission and some schools and some students will need defend universal public education, the more attention than others. Urgent action AFT has dedicated itself to raising the must be taken to improve the nation's low- standards of academic achievement and est-performing schools, and we believe that student conduct in all schools. We believe it is the union's responsibility to participate that our students and teachers are as capa- in the development of workable solutions ble as any in the world. Given the stan- including, where necessary, starting all over dards-based reforms we advocateinclud- again. ing clear grade-by-grade standards for stii- All children need and deserve good

Redesigning Low-Performing Schools: It's Union Work / 3 5 schoolsespecially those children who are plans to improve teachingor learningis most vulnerable and who, without a good being implementedor advocated by some education, are doomed to a continuous andcourts and some federal, state, and district vicious cycle of poverty and failure. While officials. The new faculty in "reconstituted" this is not an easy undertaking, the price ofschools, however, are likely to have the continued inaction is intolerablefor the same inadequate resources, poor profes- students, many of whom emerge from highsional development, and lack ofaccess to school unprepared for further educationor research-tested programs that their prede- a skilled trade; for parents, who want the cessors had, while having even less class- best for their children; for the school staff, room experience to fall back upon. many of whom struggle heroically to com- We cannot afford any more political pensate for the larger failures of the school quick-fixes that will inflict additional injury system; and for the nation, which must on students, as well as staff We need edu- bear the burden of lower economic produc-cationally sound solutions to the problems tivity, increased social service funding, of failing schools, and we need themnow. higher crime rates, and a less informed citi- zenry In recent years, the very existence of II. What Should low-performing schools has served to bring the entire system of public education into Be Done question. News stories feature schools As the union representing teachers, where few students graduate, and toomanyclassroom paraprofessionals, and other of those who do are barely literateschoolsschool-related personnel in many of the with chronically low testscores and condi- areas plagued by chronic school failure, it is tions that are so dirty and dangerous that incumbent upon us to advocate and, where staff and students alikeare afraid to walk possible, negotiate, for improvement the halls. In this context, school vouchers always insisting that the actions takenare and other privatization schemes have educationally sound and effective. We must begun to gain favor, despite the fact that take an active role, from the outset, to the abandonment of common public ensure that teachers and other school staff schools would leave the nationmore divid- are treated professionally, are involved in ed, and unequal, than ever. The politically decision making, and are part of the solu- expedient, but educationally bankrupt, pol-tion. While social and economic inequities icy of "school reconstitution"stigmatizingcan be obstacles to the delivery of equal and replacing staff, regardless ofcompe- educational opportunity, thereare schools tence or quality, and without any specific around the country where "at-risk" students

4 / Redesigning Low-Performing Schools: It's Union Work 6 meet high academic standards. We can anddemand that students get the extra help must learn from these schools. The chal- they might need, and hold students Poor children lenge before us is to take the research on accountable. Pending the implementation programs and pedagogical approaches that of serious standards-based reform at the and middle have been proven to work, and use it to district, state, and national level, schools class children ensure that children and schools succeed. should select improvement programs in As educators, we are eager to embrace which clear and challenging student go to very this challenge and willing to shoulder a full achievement standards are embedded. different school share of the work that meeting it will Enforce high standards ofbehavior systems in require. We have also, however, lived Without clear standards of conduct, a through too many educational fads and ill- America, and small number of unruly students can dis- conceived improvement ideas to accept all rupt an entire school and impede the learn-changing this reform proposals on faith. We cannot sup- ing of all students. The consequences for port yet another round of quick-fix gim- is part of our misbehavior must be fairly and consistently micks or ask our members and students to enforced. Students who cannot or will not unfinished suffer the consequences of painful remedies abide by these guidelines should be placed that have little chance of improving mat- agenda. It is a in an appropriate alternative setting until ters. Instead, we seek to help shape and fight we intend they demonstrate that they can meet the implement effective intervention policies expected standards of behavior. to make more that: Use criteria for the identification oflow-per- strongly than Are grounded in high academic standards forming schools that are clear and under- The first essential step in improving ever, with your low-performing schoolsand the U.S. stood by all stakeholders help and education system as a wholeis to estab- Just as academic standards help students lish clear standards for what students are understandand meetacademic expec- involvement tations, schools with clear performance expected to know and be able to do. This standards have a better chance of catching and we won't would ensure that all students are held to and correcting problems before interven- give up until its the same high standards and exposed to the tion becomes necessary. The use of widely same rich curriculum, regardless of social done! accepted criteria for low school perfor- class or neighborhood, and help put an end mancevalid and reliable assessments that -SANDRA FELDMAN, to the unequal, uninspiring course of study show widespread student failure, high lev- QuEST that many disadvantaged students get els of violence and disruption, poor man- Keynote Address, locked into from an early age. Without agement, etc.will reduce the risk that any July 1997 clear standards, substandard work is almost school will be misidentified for unfair or impossible to define, making it that much arbitrary reasons, and will also give stag harder for teachers to spot problems early,

Redesigning Low-Performing Schools: It's Union Work / 5 7 students, and parents a framework by are used efficientlyschool systems must which to gauge the school's progress. not only identify which schools are failing, Address the particular needs of the individ- but also why. Thus, the initial identifica- ual school tion of low-performing schools isn't To ensure that intervention and assis- enough; it must be followed bycompre- tance plans are targeted effectivelyand hensive internal (staff-driven) and external that states' and districts' limited resources (state- or district-driven) evaluations which can help pinpoint the reasons for failure. Internal factors, such as poor management, staff turnover, unfocused curriculum,or the lack of an effective discipline policymay be critical. Obstacles and challenges, suchas high student mobility rates, an influx of non-English-speaking students, inadequate funding, limited access to high-qualitypro- fessional development, neighborhood crime, or lack of social services in the com- munity, also must be taken into account. Such findings do not change the impera- tive for corrective action, but their recogni- tion and analysis help form the basis for the development of solutions. Are backed by solid research While each low-performing school will have a somewhat different set of needs and priorities, no schoolespecially one that is already founderingshould be expected to find success by reinventing the wheel. Instead, once the school's most pressing problems have been identified, the improvement process should focus on enabling teachers to choose thoseprograms and instructional practices that havea solid base of research to demonstrate their effec- tiveness. Facilitation is crucial to this process. Am PIM 6 / Redesigning Low-Performing Schools: It's Union Work 8 Involve staff and provide them with the pro- faculty, and support staff should have the fessional development, time, and resources opportunity to develop and implement No parent or they will need to be effective. their own improvement plan, based on the Research and common sense tell us thatprinciples described above. student should a committed and supportive staff is vital to In other cases, the staff may have been have to feel the success of any school improvement subjected to so many years of poor man- that they have plan. Therefore, to the greatest possible agement, inadequate resources, and futile extent, school staff should be given an improvement fads that the school cultureto leave a pub- active role in diagnosing the school's weak- including the relationships between and lic school in nesses and selecting the plans for improve- among staff and studentsis so dysfunc- ment. It has also been demonstrated that tional that guided self-improvement is order to get an the successful replication of any research- unworkable. For these schools, the internal orderly based reform program is largely dependent and external evaluations may indicate a on the faithfulness of the implementation. more aggressive intervention strategy. In environment, Thus, adequate time and resources must besuch casesor where, after a predeter- high academic committed to providing all instructional mined time period, it is found that guided standards, a staff (i.e., teachers and classroom parapro- self-improvement is not workingthe dis- fessionals) with the professional develop- trict should discuss specific, additional challenging ment, tools, and materials they need to get interventions with the union(s) represent- cuniculum, the best results. ing the school's staff. For example, the dis- trict might require that the administrative and decent team be replaced and that the staff, in col- class sizes. III. Implementing laboration with the new administrators, vote to select a new academic school- -SANDRA FELDMAN, Change improvement program from a menu of QuEST Just as each school's specific problems research-based options, pre-selected by a Keynote Address, will vary, so will their level of severity and joint union(s)-district panel. July 1997 intractability. Therefore, we recommend Since staff support is crucial for the that each state or district intervention poli-effective implementation of a successful cy include a continuum of intervention academic plan, any faculty member who options. prefers not to work with the adopted model Many low-performing schools, once should be allowed to transfer with dignity, offered the proper resources, support, and and a team of master teachers with training technical assistance, will leap to make the and experience in the selected model necessary changes. After an outside audit should be recruited into the school. and a facilitated self-analysis, the principal,Identification and placement of these

Redesigning Low-Performing Schools: It's Union Work / 7 9 "lead" teachers could be made byagree- receive information about the school'snew ment between the union and the district, vision of teaching and learning, allowing with negotiated incentives for such service. them to decide if they want toopt out and Since low-performing schools often suffer transfer to another public school. from extremely high rates of faculty For instructional positions, staffingpro- turnover, it is unlikely that any staff would cedures should follow thesame or need to be displaced by this kind of inter- enhanced contract languageor district reg- vention strategy. However, if a limited ulations that govern any other school clos- number of faculty members had to be ing or the staffing of any new schoolor moved for the academic model to beprop- new school model (such as a magnet erly implemented, the dignifiedtreatment school). Instructional staff affected by the of staff should be guaranteed through closing should have the right to apply, enhanced or existing contract language (or, based on their certification, training, in non-bargaining states, policies negotiat- and/or experience with thenew model, ed between the union(s) and the district) seniority rights and other negotiated crite- governing involuntary transfers. ria, and should be given priority considera- If; despite such improvement and inter-tion by agreement between the district and vention efforts, student performance fails the union(s). Those not selected by the to improve within a reasonable time frame new school must have transfer rights to and more drastic measuresare required other schools, without stigma attached, and (i.e., closing the school), then the union(s) be assured of job security. Since school should insist on an educationally sound redesign should focus on implementinga approach, such as opening anew school proven instructional model, except where with a proven educationalprogram. In no justified by exceptional circumstances, case will "reconstitution" simply replac- school-related (non-instructional)person- ing the adults in the buildingbe accepted nel should not automatically be displaced. as a remedy. If a new school is opened to Instead, the new administrative team replace the closed schoolwhetheror not should deal with any performance prob- it is located in the same physical plantit lems individually, using existing evaluation should be designed arounda research- and personnel policies. based academic improvement plan shaped Under all circumstances, the union will by stakeholders, including the union(s) andcontinue to fight for the high academic a new administrative team. Staff should standards, rigorous curricula, quality teach- receive enough information to makean ing, student accountability, and appropriate informed decision about whether they wishsupports that we believe are needed to to apply. Parents and students should also ensure that every child succeeds.

8 / Redesigning Low-Performing Schools: It's Union Work 1 6 Those ofus responsible for public Qiestions &Answen education must never defend, or try to perpetuate, a school to which we would not Why does the union support thement efforts, including those that result in retesign, even the closing of "redesign," a cooperative labor-manage- send ourown low-pmforming schools? ment process through which a failing children... The AFT believes that low-performing school that has not responded to other schools can and must be turned around. interventions might be closed and -SANDRA FELDMAN, Their very existence diminishes publiccon-reopened as a new school with a proven Where We Stand, fidence in all of our schools, has negative educational programthrough a process September 1997 consequences for teachers and other school that assures respectful and fair treatment of staff, and above all, denies some children school staff. "Redesign" should not be con- the type of excellent public school educa- fused with "reconstitution," which replaces tion others receive, and all deserve. The and stigmatizes school staffregardless of AFT's concern on this issue springs direct- competencewithout providing a system- ly from its long-standing commitment to atic plan to improve teaching or learning. improving the quality of the nation's entire educational system, particularly by raising What are some indicators that both academic and content standards. The a school is low-performing? AFT believes that urgent action must be These indicators are meant to aid in the taken to improve the nation's lowest per- initial identification of a school that is in forming schoolsand that it is the union's need of assistance. But before any formal responsibility to participate in the develop- identification is made and before an assis- ment of educationally sound and effective tance strategy is recommended, a more solutions. AFT supports sound improve- comprehensive investigation procedure

ii Redesigning Low-Performing Schools: It's Union Work / 9 should take place. This should include site near or at the bottom of the scale on valid visits by evaluation teamswhose compo- and reliable tests of student achievement sition must include faculty representation are in clear need of help. as well as a facilitated self-analysis by 3. Lack of improvement over time: school staff. Low-performing schools don't showa pat- 1. Lack of academic standards: tern of improvement in multi-year compar- Without clear standards detailing what isons. every student is expected to know and be 4. High levels of disruption and vio- able to do, it is impossible for schools to lence: Failing schools often exhibita gen- determine whether student achievement is eral atmosphere of chaos and confusion: enough." disorderly classrooms, lax discipline, and 2. Low student performance: Schools frequent fights. in which a large proportion of students test

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10 / Redesigning Low-Performing Schools: It's Union Work 12 5. High rates of student absenteeism: 1. Are grounded in high academic stan- Students who are unsafe or unmotivated dards; Under all are more likely to skip school, less likely to 2. Enforce high standards of behavior; learn, and more likely to score poorly on circumstances, tests of achievement. 3. Use criteria for the identification of low-the union will 6. High rates of staff absenteeism: performing schools that are clear and continue to High rates of staff absenteeism may indi- understood by all stakeholders; cate a host of underlying problemssuch fight for the 4. Address the particular needs of the indi- as a lack of discipline and safetythat can vidual school; high academic lead to a low morale among staff. 7. High dropout rates: High dropout 5. Are backed by solid research; and standards, rates are a sign of student disengagement 6. Involve staff and provide them with the rigorous and are often related to low student professional development, time, and achievement. cunicula, resources they will need to be effective. 8. High rates of staff turnover: Low- quality performing schools are characterized by teaching, high rates of staff turnover and an unusual- Why should low- erforming schools select ly high complement of new or inexperi- research-based programs? student enced teachers. accountability, 9. A negative school atmosphere: Implementing effective schoolwide change Failing schools are often characterized by a is a massive undertaking because it touches and school climate that indicates mismanage- upon all areas of a school's culture and appropriate ment, indifference, and neglect. Buildings practice. To achieve whole school reform are disorderly; there is little opportunity forand improvement, educators must tackle a supports that staff participation in decision making; comprehensive set of initiatives including we believe are appropriate professional development, resources are mismanaged; and parents are needed to not involved in the school. high-quality curricula, and a number of organizational changes. ensure that What are the features of an Some school faculties have taken on effective school redesign such reforms themselves, and a small few every child process? have succeeded. But no schoolespecially succeeds. Turning around struggling schools will one that is strugglingshould be expected AFT Convention require the commitment and support of all to find success by reinventing the wheel. those involved with the schoolteachers, Over the past decade, several promising Resolution (Adopted July 19, 1988) administrators, parents. It is also impera- educational programs have emerged. tive that the intervention process is shaped Programs like High Schools that Work, by policies that address the following criti- Success for All, Core Knowledge, Direct cal areas: .1 3Redesigning Low-Performing Schools: It's Union Work / 11 Instruction, Consistency Management and formal role inprogram selection, the school Cooperative Discipline, and the Corner also benefits from their expertiseas educa- School Development Programare based ontors and provides them with a greater stake years of research on successful practices. in making the program work. When properly implemented, thesepro- grams have proven to raise achievement How can schools afford these levels of at-risk students in low-performingprograms? schools. Simply put: These programs provide Schools and districts canuse a variety of schools with practices and materials that work. funding sources to helpcover the costs And, these programs do not leave associated with a promisingprogram. For schools to begin these reforms alone. example, schools that qualify for school- Instead, they provide step-by-step techni- wide Title I status can put Title I funds cal assistance and support that schools needtoward the implementation ofa promising to maintain improvement. program. In addition, schools or districts With proven programs and practices can apply for a Comprehensive School combined with ongoing support, strugglingReform Demonstration grant. This three- schools are now able to sustain improve- year federal program will provide $145 mil- ments, outlast fads, achieve at high levels, lion to help improve low-performing and succeed. schoolsespecially those serving economi- cally disadvantaged students. Called Obey- What should we do toensure Porter (after its congressional sponsors) that identified schools effective- or ly implement good programs? the Comprehensive School Reform Demonstration (CSRD) program, it will The initial identification of low-perform- fund schools to select and adopt whole ing schools should be made using criteria school reform models thatare based on that are fair and widely accepted. School solid research, that can demonstrate their systems must not only identify which effectiveness, and that canprove they can schools are in trouble, but also why. It is be replicated. Schools may also be ableto important to investigate to determine the combine existing funds, seek additional origins of the school's problemswhich, ingrants, or apply to local foundations and turn, can help to suggest the most appro- community or business partners for assis- priate and effective solutions. Since it is tance. For guidance and a list of resources largely up to school staff to make thegreat on financing reform, visit the AFT's efforts necessary to turn the school around, Raising Student Achievement Internet site: they should have a major voice in selecting http://www.aft.org/edissues/rsa. the research-based solutions to be imple- mented. By guaranteeing that staff playa 1 4 12 / Redesigning Low-Performing Schools: It's Union Work BT. Background Information

For generations of Americans, its affiliates are taking a leading role in public education has been the developing and promoting policies and path to economic and personal practices that show promise for raising stu- success. It has been the source dent achievement, as the article that fol- of and the force behind an edu- lows illustrates. cated citizenry that has made the United States the envy of nations around the Turnaround world. However, public education has too often fallen short of its goal to adequately serve all of our children, particularly those Schools most in needthe poor, the educationally What canand mustbe done to help disadvantaged, and the recently arrived struggling schools immigrant. This failure to educate all stu- Ten years ago, Manhattan's P.S. 1 was a dents well has eroded support for public school that was drifting. Student achieve- education and provided ammunition for ment was stuck at the lower end of the dis- those who would dismantle public educa- trict's average, educators felt isolated, and tion in this country. We should be doing administrative turnover was high. Things whatever we can to help fix what is not began to turn around, however, after staff undertook a comprehensive self-assess- working well in our schools and to help right what is wrong so that every Americanment, with the help of the district and the student can have the same advantage, the union, that opened lines of communication same opportunity, to succeed on his or her and expanded school decision making. It also brought into focus a true school mis- own. Making every school better is the only way we can do our part to silence the sion, centered on literacy and supported by arguments of those who seek to decimate staff, administrators and parents. public education. The AFT and many of Today, there is a true sense of teamwork

Redesigning Low-Performing Schools: It's Union Work / 13 15 at the school. Reading scores have risen Today, Morris Park is a school on the steadily, and the school is involved in an upswing: Reading scores are climbing, dis- ambitious pilot project to bring interna- cipline referrals are down, and there is a tionally benchmarked academic standards new feeling of hope, says first-grade to U.S. schools. Changing the school cli- teacher Darlene Hultquist. "Discipline is mate was "a very difficult job and it took under control and morale is high," says the years," remembers Roberta Grab ler, a liter-eight-year veteran at the school. "I person- acy and resource teacher at P.S. 1. "The keyally enjoy coming to work every day." was to keep the dialogue moving to solu- Two different schools, two different tions and remedies, rather than accusations cities, two different intervention strategies and blame, and to always try to have an based on two different situations. The dif- educational focus." ferences between Morris Park and P.S. 1 Thousands of miles away, Morris Park are certainly there. But there are similari- elementary in Minneapolis had struggled ties between the two that are even more for years with abysmal student achievementnoteworthy. and chronic breakdowns in discipline. Both worked to fashion an improve- There was a deeply embedded climate of ment program that allowed proven instruc- fear, blame and mistrust in the school com-tional models, fair treatment and buy-in at munity. Three-quarters of children were the building level to become the driving reading at or below the first-grade level forces. They supported the process with with no coherent instruction program. In additional resources, professional develop- fact, the problems were so grave that clo- ment and outside expertise. In both cases, sure seemed likely. Instead, the district and changes were made to rebuild the school union cooperated on a total redesign of the community and restore a shared mission school. The first order of business was to without sacrificing the dignity and rights of bring in a research-based reading program existing staff at the school. after which the union and district devel- And in both cases, educators, adminis- oped a plan for bringing into the school trators, the districts union, and the com- administrators and staff who supported the munity found common ground in the belief program and believed they could make it that all schools, regardless of circum- work. Those educators at Morris Park who stances, must find a way to become the chose not to work under the new design, ortype of place that any parent would want to who were not chosen in the restaffing send his or her child. process, were given the opportunity and It's a message that AFT president support needed to transfer with dignity to Sandra Feldman has carried early and often other schools. into the community in her first year in 16 14 / Redesigning Low-Performing Schools: It's Union Work office. "I don't think any parents should knew first-hand of places where the prob- have to send their children to failing, trou-lem of low-performing schools had been bled schools," she said just moments after spun into mindless "solutions." Some poli- being elected AFT president. "I have fully cies were focused on simply reshuffling supported the complete restructuring and staff, standing back and waiting for the redesign of such schools, and I have seen "magic" to happenwith no attention paid them improve." to the resources and programs needed to actually improve teaching and learning. In Tough love that type of climate, shouldn't the union When schools don't work, the union simply dig in its heels and never give an has a responsibility to help them improve inch when debate turned to redesigning or, as a last option, negotiate their closing low-performing schools? and redesign, she would later tell an audi- Task force members "understood that ence at the union's 1997 QuEST confer- there were good and horrible solutions ence. Such schools not only hurt students afield," Mooney says. "The crux of the and staff at low-performing schools but debate became: What is our responsibility also "cast a long shadow" over public edu- as union leaders and educators? To lead or cation as a wholecorroding public confi- simply to react when something terrible dence in the system, providing grist for appears?" media exposés that deflect attention away The first option was the only one that from successful schools and fueling efforts made sense for a professional union like the to dismantle public education through AFT, argued many task force members. vouchers and other means. "Put very sim- Several recalled the late Albert Shanker's ply and most starkly, I propose that we do comment, "It is as much the duty of the not defend or seek to perpetuate failing union to preserve public education as it is schools to which we would not send our to negotiate a good contract." own children," said Feldman. The task force also examined many That position reflects the spirit of a res- proven educational programs such as Core olution on redesigning low-performing Knowledge, Success for All, Direct schools adopted this year by the AFT Instruction and High Schools that Work. executive council. It was anything but easy Ensuring that a research-based program to formulate, remembers AFT vice presi- became the centerpiece of reform was dent Tom Mooney, chair of an AFT task absolutely critical, most agreed, and the force that drafted the resolution and pro- union has responsibility to make that hap- vided assistance and advice to union leaders pen. grappling with the problem of low-per- An education system that accepts low- forming schools. Many task force members

Redesigning Low-Performing Schools: It's Union Work / 15 17 performing schools as a "given" is both tions just a few days before the end of the immoral and short-sighted, Mooneystress-1995-96 school year. When about 75per- es. When school failure becomes accept- cent of staff was forced to look for employ- able, "we risk the complete loss of public ment elsewhere, "there was tremendous confidence in the public schools," hewarns.stigma" attached to their previous employ- "It's clear we have to be pro-active about ment. "We were treated like damaged these problems." goods," says Platt, who later founda posi- Consider the alternative tion teaching social studies at nearby Some 23 states already have laws Jefferson High School. addressing low-performing schools through Teachers and staff at Bel Air High a range of remedies that include restaffing, School, part of El Paso's Isleta school dis- sometimes called "reconstitution," and trict, had seen their achievementscores school shutdowns. Eight othersare consid-plummet after being saddled with what ering such legislation. Courts in several most considered a ridiculous reform strate- states also have forced the redesign of low- gy imposed by the superintendent. performing schools inan effort to restore Students would be allowed to choose their racial and ethnic balance. In thenext entire course of studyno strings attached. decade, changes to the federal Title I law It was supposed to follow the college model will allow corrective action, including under the superintendent's plan. "Most of school staff changes, for participating us knew what was going to happen," says schools not making "adequate yearly Jerry Duke, an AP English teacherat the progress" in at least reading and math. school for 23 years. "Harder teachers with Clearly the remediesare proliferatingandhigh academic standards hadno students." the evidence shows they need the involve- There was a falloff of about 40percent in ment of teachers and their electedrepre- AP classes, students who hadn't taken sentatives to be fair and effective. math for two years andwere pursuing stud- Just ask teachers and classified staff in ies in guitar, soccer and historywere failing El Paso, Texas. Alan Platt, formerlya miserably on state standardizedtests, teacher at Guillen Junior High, remembers andbecause Bel Air wasnow a dismally the shabby treatment he and other staff low-performing schoolthe staffwas members received when the districttwo overhauled. years ago decided to restaff the school, a New assignments for Bel Airwere chronically underfunded building serving determined arbitrarily. Duke, who hadseen the poorest community in the city. The his students go on toevery major university superintendent announced that Guillen in the nation, is now consignedto general staff would have to reapply for their posi- track classes at hisnew school and plans to

16 / Redesigning Low-Performing Schools: It's Union Work is leave teaching this month. "We were treat- restaffed," says McGaugh, "and it gave ed as pariahsthose horrible Bel Air teachers an opportunity to analyze whether teachers," he says. "I know I'm a good they would be comfortable in the new teacher. Many of my former students have approach, which is accelerated block sched- written me to say thanks for the strong uling." While McGaugh says he has deep grounding my courses gave them. But I'll concerns about the success of the school work as a greeter at Wal-Mart before I everdesign, he emphasizes that "union partici- set foot back in a public school." pation has made a tremendous difference in AFT affiliates throughout the state giving teachers more of a voice." have been battling for more of a say in Turning it around decisions affecting low-performing schools. In Corpus Christi, where the AFT local Good things are clearly beginning to happen in districts where educators and has won a stronger presence through an their unions have the opportunity to help exclusive consultation agreement with the transform low-performing schools. district, the process of school redesign has At P.S. 1, the high administrative been difficult but better than in districts turnover, isolation and lack of focus that which give teachers almost no say. Roy plagued the school in the 1980s is as obso- Miller High School was restaffed in 1995- lete as the "power tie." Instead, teachers at 96 in connection with a court order, and this elementary school serving a high- Steve McGaugh, a science teacher at the poverty, mostly immigrant section of the school, says there was more advance notice Bowery now use words like "focus," "mis- and more teacher say in the new school sion," "achievement" and "community" design than in districts like El Paso. "We when they talk about the school. Today, 30 knew a year prior that it would be teachers regularly and voluntarily gather every Friday for early morning roundtable discussionswhere education is always the first order of business. "The talk is always around children and how to improve chil- dren's learning," says Amy Horn, a staff development specialist at the school. "I've been in this school for the last five years, and there is more collaboration among teachers." There are more opportunities to meet and confer and new teachers feel less isolated, she adds. Reading scores have more than doubled

19 Redesigning Low-Performing Schools: It's Union Work / 17 since the early 1990s, and the school has are also study groups and workshops found success as one of four New York Cityoffered at the center, along with opportuni- pilot sites participating in the New ties to attend professional development ses- Standards Project, a national effort to bringsions at the central teacher learning center internationally competitive academic stan- at LIFT headquarters. Michele Schlifstein, dards to U.S. schools. Recent scores from teacher center staff member at P.S. 1, says P.S. 1 on assessments tied to the project the center also serves as an impromptu show that almost half of students are per- daily meeting ground for teachers and gives forming at acceptable levels based on these special consideration and direction to new rigorous world-class benchmarks. teachers at the school. "Anyone at any time What made the difference? Teacher in the day can come in and work with me," Roberta Grabler believes it was a long says Schlifstein, adding, "it's exciting to see process of assisted self-assessment by staff, teachers take responsibility for their own community building within the school andlearning. They see things going well at the goal settingkey features prescribed in the school and they feel motivated." AFT's resolution on low-performing The motivation also appears contagious. schools for buildings that require less dras- P.S. 1 found funding to provide several tic intervention in order to improve. The weeks of reading/language arts instruction union and district cooperated on a plan last summerand 400 students showed up several years ago to bring teachers, admin- for the voluntary, half-day program. "We istrators and parents together in P.S. 1 to even had six students show up a day before develop a mission statement and improve- school started, they were so excited," Horn ment plan, with the help of facilitators said. from the United Federation of Teachers. A more aggressive level of intervention The school also received a major newcom-was called for at Morris Park elementary in mitment for professional development Minneapolis. The school struggled for (4 percent of school fimds go to profession-years with a reputation of being "a school al development today, as opposed to the run by the kids," a school that had once customary 1 percent), and a UFT-run posted 800 write-ups for misbehavior on teacher center was added to the building. buses in a single academic year. The The teachers center, located on the school's chronically low test scores showed third floor of the building, plays a central that Morris Park was "lacking direction role in the process of improvement. from a curriculum standpoint," remembers Teachers visit the center regularly tocon- Darlene Hultquist, a first-grade teacher for sult with staff and find professional materi-the past eight years at the school. als based on their individual needs. There "The community was unhappy and tak-

18 / Redesigning Low-Performing Schools: It's Union Work ) 0 ing their children out of the school, the of trust. Things just weren't working. staff was very angry and frustrated that the There was a general agreement that things administration had allowed discipline to had to change." evaporate at the school," says Minneapolis The redesign has helped the school Federation of Teachers president Louise make a big improvement. Testing last Sundin. "Things just continued to spiral spring showed that 46 percent were reading down, and we agreed that this would be a at first-grade level, a big jump from years good place to try to start again." prior when, without the focus of a MFT collaborated with the district on aresearch-based program, 70 percent failed "fresh start" program that brought in a to meet that test, Baxter says. Also critical research-based reading model, in this case is the preservice and inservice training that Success for All, and a new building princi- staff has received. pal. Prior to the 1995-96 school year, staff "When you walk in to the building was allowed to transfer out of the school or today, you feel the difference, and you see to interview for Morris Park positions in it. Students seemed to pick up on it right the next school year. About a third of away, all of a sudden the behavior that had instructional staff and all support staff con-been treated one way was not tolerated. It's tinued at the school, based on interviews not the right solution for every school, but that showed their belief in the new instruc-it was definitely the right solution for us." tional program and dedication to making it Systemic improvement work. Both permanent and probationary The experience at Morris Park has been employees were given priority standing for so positive that it helped the union and dis- openings at other schools, counselors were trict reach agreement on a comprehensive provided to help soften the stress of the school improvement strategy, including transition, and there was a guarantee that staff that didn't return would not be laid offstrategies for low-performing schools, in its latest contract agreement. Many sections of or fired. "We stressed that many of these the strategy are taken directly from the teachers had been victims of the problems AFT resolution on low-performing at Morris Park and that there must be schools, emphasizes Sundin, who believes assurances that teachers who leave wouldn't the contract is a perfect place to address be stigmatized or on the street," Sundin such issues. said. The contract also was an engine of Angela Baxter, a kindergarten teacher at change at P.S. 154 in , which two Morris Park, believes the process was hard but necessary Before the redesign "there years ago was placed on a list of New York state schools in danger of being closed, was no staff teamwork and there was a lack based on low student achievement with lit-

Redesigning Low-Performing Schools: It's Union Work / 19 tle improvement over severalyears. There 154 focused on "understanding of the mis- are more than 90 schools sion of the new schooldid it coincide on this state list; typically they are given up with my individual professional goals," to three years to implement and demon- explains Charles DeBerry,a third-grade strate an effective new school plan. teacher at the school who returned after LeRoy Barr, a math instructionalspe- the redesign. He says theprocess, while cialist at the school for the past sixyears, difficult, was fair and that teachers both said that teamwork and a coherent instruc- returning and leaving the school feltsup- tional approach had been missing foryears ported. "People felt quite naturallya certain at the schooland it was hurting perfor- amount of tension and anxiety, and the mance. The union and district helped the union made sure that everyone wascon- school rediscover direction by establishingatacted and placed," says Barr, who is the redesign committee that included teachers UFT chapter leader at the school. and other school staff; administrators,par- Last year was P.S. 154's first under the ents and students. Barr was a member of new redesign, and there are already some the team, which spent several months signs of improvement. Math and reading assessing the school's strengths and weak- scores are up, and the school should come nesses. The team also reviewed recommen-off the state list if improvementcan be dations from the district and from state maintained and strengthened. audit teams and designed a comprehensive One of the best features of the improvement plan. redesigned school, DeBerry says, is the two The improvement plan included days a week that teachers in each grade extended school hours, and aproven read- have reserved for common preparation. "It ing program, Success for All, whichmore allows us to talk about what's working in than 80 percent of faculty voted to adopt, the classroom and what isn't," hesays. and additional staff development. The "That's a big change for a staff that usedto improvement plan also called for staffing isolate themselves and work in theirown changes implemented under guidelines classroom environment." included in the UFT contract. Thecon- But DeBerry also stresses there is noth- tract provides that, in such instances, a ing magic about the process. "This is hard committee" that includes two work, turning a school around, and it takes union representatives, administrators and time. But I feel we can prevail." parents will select new staff. Teachers who (This article, by Mike Rose,was printed in do not return are given priority transfers the December 1997/January 1998 edition of and first choice of available positions in the the AFT's newspaper for K-12 members, the district for which they are qualified. American Teacher.) Interviewing for the positions at P.S. 2 20 / Redesigning Low-Peiforming Schools: It's Union Work IV. Background Reading

General Materials School Improvement Models Datnow, A., and Stringfield, S., eds. "The Memphis Restructuring Initiative: Development and first-year eval- Recommended by the AFT uation from a large scale reform effort." School Consistency Management & Cooperative Effectiveness and School Improvement. (March 1997). Discipline (CMCD) Fashola, 0.S., and Slavin, Robert E. Effective and Consistency Management & Cooperative Discipline, Replicable Programs for Student Placed at Risk in College of Education, University of Houston, Houston, Elementary and Middle Schools. Washington, D.C.: Office TX 77204-5874; Phone: 713/743-8663; of Educational Research and Improvement, U.S. Fax: 713/743-8664; E-mail: [email protected]; Department of Education. (1996). Internet: http://www.co.uh.edui-freiberg/cm Fashola, 0., and Slavin, R. Show Me the Evidence! Proven Freiberg, J. "From Tourists to Citizens in the and Promising Programs for America's Schools. Thousand Classroom." Educational Leadership, 54(1). (1996). Oaks: Corwin Press. (1998). Freiberg, J., Prokosch, N., Treister, E., Stein, T, and Fashola, 0. and Slavin, R. Effective Dropout Prevention Opuni, K. "Turning around At-risk Schools through and College Attendance Programs for Students Placed At Consistency Management."Journal of Negro Education, Risk. Washington, D.C.: Office of Educational Research 58(3). (1989). and Improvement, U.S. Department of Education. Markley, M. "Student Self-discipline Shifts Burden for (1997). Classroom Order." Houston Chronicle, 96(49). Herman, R., and Stringfield, S. Ten Promising Programs (December 1, 1996). for Educating All Children: Evidence of Impact. Arlington, Core Knowledge Va.: Educational Research Service. (1997). Core Knowledge Foundation: 2012-B Morton Drive; Charlottesville, VA 22901; Phone: 800/238-3233; Fax: 804/977-0021; E-mail: [email protected]; School Improvement Internet: http://www.coreknowledge.org Planning Tools Core Knowledge Preschool: Content & Skill Guidelines for Levesque, K. et al. At Your Fingertips: Using Everyday Preschool. The Core Knowledge Foundation. (1997). Data To Improve Schools. MPR Associates, Inc. (1998) Core Knowledge Sequence: Content Guidelines for Grades U.S. Department of Education. Volume I: An Idea Book on K-8. The Core Knowledge Foundation. (1998). Planning. (1998). Hirsch, E.D., Jr., ed. The Core Knowledge Series: What Your Kindergartner-6th Grader Needs To Know (seven volumes). New York: Doubleday. (1991).

Hirsch, E.D., Jr. The Schools We Need: And Why We Don't Have Them. New York: Doubleday. (1996). Redesigning Low-Performing Schools: It's Union Work / 21 '4 3

EST Copy AVAILABLE Direct Instruction Success for All Association for Direct Instruction, P. 0. Box 10252, Success for All: John Hopkins University; 3505 North Eugene, OR 97440; Phone: 800/955-2464; e-mail: Charles Street; Baltimore, MD 21218; Phone: 800/548- [email protected]; Internet: 4998; Fax: 410/516-8890; Internet: http://darkwing.uoregon.edulnadiepl http://jhunix.hcf.jhu.edu/-reneek/sfa.html Adams, Gary L., and Englemann, S. Researchon Direct Slavin, R. et al. Every Child, Every School: Success for All. Instruction: 25 Years Beyond Distar. Seattle: Educational Thousand Oaks: Corwin Press, Inc. (1996). Achievement Systems. (1996). Slavin, R. et al. "Whenever and Wherever We Choose: Gersten, Russell et al. "Effectiveness ofa Direct The Replication of Success for All." Phi Delta Kappan, Instruction Academic Kindergarten for Low-income (April 1994). Students." The Elementary School Journal (November 1988). Slavin, R. et al. "Preventing Early School Failure: What Works." Educational Leadership, (December High Schools that Work 1992/January 1993). High Schools that Work: Southern Regional Education Board; 592 10th Street; N.W., Atlanta, GA 30318; Phone: 404/875-9211; Fax: 404/872-1477; Internet: AFT Materials http://www.sreb.org/programs/hstw/high.html Raising Student Addevemenft Bottoms, G. et al. Making High Schools Work through A Resourve Guide for Redesigning Integration ofAcademic and Vocational Education. Low-Pedonning Schools Atlanta: Southern Regional Education Board. (1992). How can the union help to save failing schools? Resolute reform efforts, based on high standards of conduct and Bottoms, G., and Sharpe, D. Teachingfor achievement and research-proven programs and practices, Understanding through Integration of Academic and offer hope for real improvement. This resource guidewas Technical Education. Atlanta: Southern Regional designed to provide local union leaders and members with Education Board. (1996). ideas, information, and materials for fixing schools that School Development Program aren't working. It includes: profiles of research-proven School Development Program, Yale Child Study Center, schoolwide improvement programs; materials to audita school for its most pressing needs; and 53 College Street, New Haven, CT 06510-3208; Phone: a review of con- 203/737-1020; Fax: 203/737-1023; Internet: tract language that supports reform and protects the rights of staff during the transition. 137 pages. Item http://info.med.yale.edu/comer. no. 370. Single copy $15; $10 each for five or more. (July 1997) Comer, J.P., Haynes, N.M., Joyner, E.T, and Ben- Raising Student Achievemenft Avie, M. Rallying the Whole Village: The Comer Process An Internet Resource Guide for for Reforming Education. New York: Teachers College Press. (1996). Redesigning Low-Performing Schools Access information about how to fix one of this nation's Haynes, N., and Comer, J. "The Yale School most persistent problems: schools that don't work. This Development Program: Process, outcomes, and policy Internet resource guide presents ideas, information, and implications." Urban Education, 28(2). (1993). materials that educators and policy makers canuse to help foster educationally sound efforts to turn around low-per- Haynes, N.M. et al. School Development Program Impact forming schools. The site includes the AFT policystate- Study, Benton Harbor 1985-1986. New Haven: Yale ment on redesigning low-performing schools, legislative University Child Study Center. (1987). updates and guidance, and profiles of selected districts that have turned around their lowest performing schools Noblit, G. et al. Scaling Up Supportive Environment: through the process recommended by the AFT Also Case Studies of Successfid Corner Schools. North Carolina: included is sample contract language, informationon University of North Carolina. (1977). research-proven programs, guidance on how to effectively select and implement such programs, guidanceon visiting schools, links to additional resources on school redesign, and more. Visit the site at: http://www.aft.org/edissues/rsa 22 / Redesigning Low-Performing Schools: It's Union Work L 2 4

31E5T COPY AVAltiaBILE The Comprehensive School Refonn Redesipning Low-Performing Schools: Demonstration Program, or Obey-Porter It's Union Work (Video) This is a three-year federal program that, in its initial Making every school a school where we'd like to send our year, provides $145 million to help improve low-perform- own children is a top priority of the AFT. Our children ing schoolsespecially those serving economically disad- deserve no less, our union must not expect less. This vantaged students. The program funds schools to select video illustrates the process of turning around low-per- and adopt schoolwide reform models based on solid forming schools. The hard work of turning these schools research, that can demonstrate their effectiveness, and around is union work. Included are first-hand accounts of that they can be replicated. This Internet site includes educators, administrators, union leaders and others who more information about whole school reform, an overview have been collaboratively involved in school redesign in of the CSRD legislation, guidance to states or districts on schools across the country. Scenes of classrooms in which how to apply for CSRD funds, and up-to-date links to promising programs are being implemented as part of a resources and events on whole school reform. Visit the site school's improvement plah are shown as well. $10 each. at: http.//www.aft.org/edissues/csrd (July 1999) Building on the Best, Learning from What Reaching High Standards Wolks: Research Review of Promising What are the elements of an education system that would Educational Programs enable educators to demandand gettop academic Six Promising Schoolwide Reform Programs; 28 pages performance from students? This booklet, derived from a (July 1998) resolution adopted by the AFT's 1996 national conven- Seven Promising Reading and English Language Arts tion, describes four essential elements in constructing Programs; 32 pages (Jan. 1998) such a systemrigorous academic standards, assessments Five Promising Remedial Reading Intervention to measure student progress toward the standards, incen- Programs (June 1999) tives for students to do the work that learning requires, and the opportunity for students to receive the extra help Single copyfre. Also available on the Internet: they might need to reach the standards. Five initiatives http://www.aft.org/edissues/rsa/guide/promising.htm that educators can follow now, before comprehensive An Educator's Guide to Sehoolwide Reform reforms are in place, are also included. 11 pages. Item no. This comprehensive, consumer-friendly guide to 24 wide- 234. $2 each; 50 cents each for 10 or more, with fiuther dis- ly used programs designed to improve student achieve- counts available to affiliates ordering in bulk. (Nov. 1996) ment in low-performing schools was sponsored by the Setting Strong Standards AFT, NEA and three administrator groups: the To help bring some clarity to the confused and often con- American Association of School Administrators, National troversial issue of "standards," the AFT has developed a Association of Elementary School Principals, and set of criteria for members and others to use in developing National Association of Secondary School Principals. The or reviewing student achievement standards. The criteria publication, prepared by the independent American offer a clear vision to educators and policy makers at all Institutes for Research, evaluates the programs' perfor- levels of what useful standards should look like. The mance and capabilities based on evidence of increased booklet includes excerpts of actual standards that illus- student achievement, first-year costs, and implementation trate many of the criteria. 14 pages. Item no. 175. Single assistance provided to schools. Among its findings, the copy $2; $1 each for five or more. (June 1996) guide concludes that: Eight programs show "strong" or "promising" evidence Making Standards Matter 1998 of positive effects on student achievement; and Which states are working to develop higher academic standards? Which are making them clear and specific First-year implementation costs range from $12,000 to enough to be useful at the classroom level? How many are more than $588,000, reflecting the wide range in cur- developing assessments linked to the standards? Which riculum, staffing, equipment, and training requirements are planning to provide struggling students with the extra placed on schools. help they will need? How does your state measure up? 141 pages plus appendices. $12.95 each; $10 each forfive or This annual study offers a state-by-state progress report more. Also available on the Internet: in these key areas. 164 pages. Item no. 265. $10 each; $8 http://www.cfft.org/edissues/schlwrfm.htm (1999) each forfive or more. Also available on the Internet: http://www.e.org/edissues/standards98 (Nov. 1998) 25 Redesigning Low-Performing Schools: It's Union Work / 23

MEST COPYMAMA1 Every Child Reading: An Action Plan Schools: Ideas and Promising Programs for High School The Learning First Alliance, a coalition of 12 national Reform; and a self-assessment instrument for evaluating education organizations committed to improving student the current status of your STC program. Item #283. $20 learning in our public schools, sponsored this action paper each. (June 1999) on reform of reading instruction. The paper outlines research-based practices for achieving the goal of reading Principles for Professional Development success for all children and presents an action plan that To help its affiliates review, evaluate, improve, and design parents, teachers, administrators, policy makers, and other professional development programs, the AFT has pre- stakeholders can implement to begin en effective and pared a set of guidelines for professional development. comprehensive reform of reading instruction. The plan Among the central themes the guidelines highlight are addresses three critical areas for action: professional devel- the need for professional development that helps teachers opment for teachers; early childhood and community out- gain deep knowledge of the subjects they teach; that reach; and research, development, and materials. 28 pages. reflects current research on teaching and learning; that Item no. 180. Single copy $3; $2 each forfi ve or more. Also leads teachers to be intellectually engaged with their col- available on the Internet: http://www.learningfirst.org/pub- leagues; and that provides teachers sufficient time, sup- lications.html (June 1998) port, and resources to master new content and pedagogy. 9 pages. Item no. 176. Single copy $2; $1 each for five or Reaching the Next Step: School-to-Career more. Also available on the Internet: http://www.aft.org/ One Path to Better Schools (A Multimedia edissues/teacherquality/prodevl.htm (1997) Training Kits This kit provides a variety of tools to facilitate the Setting the Stage for HiglosoStandards: development of an effective school-to-career (STC) Elements of Effective Se l Discipline program. Included is the AFT's recommendation for a What are the key elements of a discipline system that quality STC program; a 20-minute video which high- would provide all students with a safe and orderly learn- lights examples of how schools have implemented AFT's ing environment, and help set the stage for high academic recommendation; a video discussion guide for all school- standards? This companion to Reaching High Standards to-career stakeholders; Improving Low-Performing High identifies six essential elements of effective school disci- pline: effective classroom management; clear districtwide 1 discipline codes; consistent enforcement of the codes; To order AFT materials, make check payable to American Fedeation of Teachers programs to modify low-level student misbehavior; alter- and send to: native placements for disruptive students; and support for AFT Order Department families and communities working to develop character in 555 New Jersey Avenue, N.W. children. 15 pages. Item no. 235. $2 each; 50 cents each for Washington, DC 20001 10 or more, with further discounts available to affiliates ordering in bulk. Also available on the Internet: Item no. Name Quantity Cost http://www.aft.org/edissues/elements (July 1997) Setting the Stage for High Standards: A School Discipline Resource Manual This manual, which contains the above booklet, provides resources to help union locals work within school districts to develop and implement an effective discipline system. In addition to resource listings, the manual also includes an overview of the problem of poor school discipline; an analysis and samples of good discipline codes; sample contract language on discipline; criteria and descriptions of quality alternative programs and settings; and informa- tion on effective strategies that locals and state federations have used to implement sound policies and programs. 394 pages. Item no. 236. Single copy $15; $10 each forfive or more. (June 1999)

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