Weighs Safety, Resources
UFT Proposes New School-Grading Plan

By MEREDITH KOLODNER

The United Federation of Teachers March 13 proposed a new method of grading city schools, and while standardized test scores would continue to play a central role, so would a school's safety record and the resources - such as textbooks, computer access and class size - that a school has to work with.

RANDI WEINGARTEN: Seeks to redefine success.

The proposal would give schools four grades - in academics, safety and resources - as well as one to assess whether a school had a collaborative environment. This last criteria has long been a priority for Teachers who have argued that a supportive atmosphere and good morale make improvements easier. Factors such as Teacher retention and a functioning School Leadership Team would be considered.

'Don't Fear Accountability'

"Teachers do not fear being held accountable for the achievement of our students. We embrace it," said UFT President Randi Weingarten at a breakfast meeting of the Association for Better New York. "What continues to trouble me, however, is how success is defined and measured - not only by our school system, but by all school districts all over the country trying to meet the mandates of [the Federal law] No Child Left Behind."

ERNEST LOGAN: 'Tweak DOE's approach.'

The union leader's proposals come in response to the controversial school report card system implemented by the Department of Education that gives a grade to every city school, 85 percent of which comes from standardized test scores.

A DOE spokesman said the agency was open to some parts of the UFT proposal. "What's significant is that the school accountability debate has become about 'how' rather than 'whether,''' said DOE Press Secretary David Cantor in a statement. "This is a huge advance over a year ago. We have already considered many of the criteria proposed by the UFT and will adopt some of them. At the same time, accountability systems must focus on student achievement and not be diluted by other issues."

Council of School Supervisors and Administrators President Ernest Logan, who also attended the breakfast, was in agreement with much of Ms. Weingarten's approach, having outlined similar priorities in the past.

"What Randi laid out echoes what we have been talking about with the department to take a more holistic approach to the Progress Reports," he said. "I would like them to take our ideas, and tweak their approach ... I think having Randi also bring it up gives us an opportunity to open up the dialogue."

3-Year Review

About two-thirds of the UFT's academic achievement grade is based on those test scores, and like the DOE's, it would compare similar schools and take into account overall performance as well as improvement. But it would look at the data over three years, including science and social studies, and the scores would be based on a level standard, not graded on a curve. The report cards would also break down the scores and progress of English Language Learners, Special Education students and those living in poverty.

Another third of the academic grade would be based on whether the curriculum was well-rounded, using scores from the parent, Teacher and student surveys as well as an independent assessment by experts, known currently as the Quality Review.

One of the four grades - which the UFT dubbed "DOE Accountability" - would rate how well the agency was providing the school with needed resources and overseeing education mandates. Included in this section is per-pupil expenditures, mentoring for new Teachers, computer access, school facilities - such as labs and building space - professional development programs and basic services such as food, medical and bussing.

Under the rubric of oversight, the report includes compliance with class size limitations, guidance counseling services, and Special Education and ELL services. A final 20 percent of the grade in this area comes from whether a school provides a full curriculum, including science, foreign languages, physical education, music and the arts.

Weighs Safety

"Accountability flows in two directions," Ms. Weingarten said during her morning speech to ABNY, "from the school to Tweed, and from Tweed back to the school. Both must fulfill their complementary responsibilities to ensure that students learn and achieve."

Mr. Logan commented that the DOE accountability portion was "the most challenging part of what she said. That has been a issue we have been fighting on constantly."

The grade for teamwork would be drawn mostly from the community surveys (35 percent) and the Quality Review (35 percent). The assessment would look at whether parents and Teachers are involved in decision-making, whether the School Leadership Team actually produces the school's educational plan, and whether there is a functioning PTA. The rest of the grade comes from student attendance, staff attendance and staff turnover, allocated at 10 percent respectively.

Schools would also get a letter grade for safety, based in part on the community survey (30 percent) as well as the observations of the Quality Review Team (30 percent). Included in the review would be whether the school had a well-articulated plan for safety and a functioning SAVE room for disruptive students. Another 20 percent of the grade would come from the number of major and minor crimes at the school. And the final fifth of the grade would take into account intervention services available to students, such as counselors and peer mediation.

Broad Outreach

The UFT leader said that the union was reaching out not only to the Bloomberg administration, but also to parents, elected officials and the business community with the proposal. The nonprofit education advocacy group Public School Research Alliance, chaired by Kathryn Wylde and William Bowen, has agreed to review it.

Mr. Logan added that he would like the independent research experts to look at the data being used to formulate the reports, in the same way that the Independent Budget Office performs assessments of financial numbers used by City Hall. "I want the research people to look at all the data to make sure we're telling the truth to people," he said. "I have a sense that because we look at so many things in different ways, you can come up with different results."

Ms. Weingarten summarized the proposal as one she hoped would give a more well-rounded picture of how each school was functioning and something that could serve as a national model. "It looks at what makes a school a place where every parent wants to send their child and every Teacher wants to work," she said, "... a school that is safe, collegial, and well-supported - one that educates not only every child, but the whole child."