June 19, 1994C^- i- '' .! J i I 1 Ik '1 n 'i Ij '! 1 \. I 'iz OJd-- 'j^' . y-'-' u r\ <1' d-L. 'J /t I '-. ?. ..I yl X {^x 'Tii citjUi-eyd. () ^'- '^y^.C /' V \J, 0 V FRIDAY, AUGUST 26, 2005 3B Bonus plan for teachers hits snag LR teacher association says Meadowcliff project may breach contract BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A pilot project to award what could be thousands of dollars in bonuses to Meadowcliff Elementary School teachers developed a hitch Thursday night when leaders of the Little Rock Classroom Teachers Association warned of a potential contract violation. At least 50 district teachers, including several from Meadowcliff at the meeting in support of the pilot project, looked on as the Little Rock School Board voted unanimously to delay a decision on ftmding die program until the boards Sept. 8 meeting. The program, entering its second year, offers teachers financial rewards based on the achievement gains made by their pupils on standardized tests. Grainger Ledbetter, executive director of the association, the sole contract bargaining agent for the districts 1,900 teachers, told the School Board that approval of the Achievement Challenge Program without negotiating its terms with the association would constitute a serious violation of the contract and a breach of the cooperative relationship both sides have worked so hard to maintain. Ledbetter said, We urge you to defer action on the Meadowcliff plan tonight and allow the parties to sort out their differences and secure an agreement all parties can live with. Last school year the Achievement Challenge Program resulted in an average 17 percent gain in student achievement and the payment of $134,800 in bonuses to teachers. Individual bonus amounts ranged from $1,800 to $8,600. The bonuses were based on the gains that children made on the Stanford Achievement Test, ninth edition, that they took last spring as compared with their scores on a pre-test they took the previous fall. The first year of the pilot program was coordinated by the Public Education Foundation of Little Rock, which had received financing from an anonymous donor. Teacher union leaders knew nothing of the pilot program until a news conference was held this summer to announce the achievement gains and bonuses. Lisa Black, executive director of the foundation, urged the board to continue the pilot project as it will take two to three years to measure its efifect We see this as a real opportunity for testing new ideas, working with the community and working with teachers to show them how much we value their work, Black said. Superintendent Roy Brooks had initially recommended that the board fund the pilot projects second year. He said the pilot had provided immediate and measurable gains in student learning that crossed grade levels and demographics. Brooks proposed that the district pay the bonuses from the savings generated this year by the recent move to trim 100 positions out of the districts adniinistrative staff. Ledbetter said long-standing language in the districts teacher contract obligates the board to negotiate with the association before adopting any board policy inconsistent with the existing contractual agreement. Another provision of the agreement describes a process by which the district or a school can apply for a waiver of the negotiated salary agreement or other provisions of the teacher contract, he said, and noted that the faculties at both Stephens and Rockefeller elementaries had recently used that contractual provision to try out an alternative teacher pay plan. The unions objection to the pilot program comes on the eve of a potential settlement of the 2005-06 teacher contract between the district and the association. Contract negotiating teams are due to meet at 4:30 p.m. today on what representatives on both sides said they expect to be a tentative contract agreement. Please understand how this appears to us, Ledbetter told the board. At the same time the administration wants us to accept a proposal [in the contract talks] that offers no increase whatsoever J for the 600-plus most senior, experienced teachers in the district, the MeadowcUff incentive plan pays significant cash bonuses to teachers in a single school. Ledbetter also questioned the use of the Stanford Achievement Test as the basis for the bonuses. He said that the primary measures of student achievement in Arkansas are the state Benchmark Exams, which also are the basis for each schools compliance with the federal No Child Left Behind Act. Meadowcliff Principal Karen Carter said the school will go ahead with plans to test pupils Monday. At least well have the good data on the students. Thats the important thing, Carter said. I hope we can work with both negotiating teams to come up with a solution. Its a really good pilot program and a good program for our students because we can tell where our students are starting and where they finish. Joyce Mason, a Reading Recovery program teacher at the school, agreed that the achievement data on individual students are critical. We would be really happy if we can get that information every year so that we can work with out children, Mason said. First-grade teacher Kathy Thomas said the data enabled teachers to begin to know for certain which instructional programs work I feel we have already gained a great deal of knowledge, and I would like to think we could continue with this, Thomas said. Brooks said after the board meeting that the'district and association representatives would meet about the matter and he felt confident they could resolve the issue. I know that they want what we want, which is to do what is best for these children. Well work this out, he said. Katherine Wright Knight, president of the teachers as- sociation, said she would meet with Meadowcliff teachers in the next few days to explain the process for attaining a waiver to the salary provisions of the contract.SUNDAY, MAY 23, 2004 EDITORIALS Nothing special Just everyday excellence 's. Nowcliff Elementary in Southwest Little Rock. Nothing special. The Say no to drugs sign is dirty and/or rusting. The timeworn parking lot, like timeworn parking lots everywhere, has cracks in it 'where the more tenacious strains of grasses reach for that big light bulb in the sky. The building is made in la Classique Instruction Elegance, a style familiar to almost every other elementary school you know
one story, a main office, open hallways, with a recess area out back. Even the surrounding neighborhood is blue collar and red brick. Its not upper class or lower class. The houses arent mansions, but they arent shabby, either. A passerby might look at the neighborhood the same -way hed look at the school
Nothing special We parked, walked into the school and met Karen Carterprincipal, guiding light, and tour leader at Meadowcliff. If you cant judge a book by its cover, better not judge an elementary school by its building, either. NOTHING SPECIAL, huh? Every comer we turned, we found something special The reason we decided to visit the school in the first place was that wed heard some rumors about unusual test scores coming out of Meadowcliff The school -was taken off alert status just this year. At a school where 96 percent of the kids are in the free- or reduced-lunch program, what explains the significant rise in Benchmark tests over the last few years? In 2000-01, you see, only 9 percent of the schools fourth-graders scored at or above the 50th percentile in math. In 2002-03, that figure jumped to 51 percent. Wha-? And thats only one example. We had to check this out Call it part curiosity and part suspicion. OTHING SPECIAL. Thats the first impression you get when you drive into the parking lot of Mead- NE ANSWER to this poser is reading. The focus at Meadowcliff seems to be reading, reading, and more reading. Which is a good thing, a good thing, and more of a good thing. Teachers everywhere will tell you
If you cant read, you cant study science or history or even much math, Reading is where it starts. Its the first among equals in education skills. Maybe life skills, too. Principal Carter and the schools literacy coach, Deeann Morgan, have bought into an approach to reading that (1) helps those who are behind, but (2) doesnt hold back those kids who are ahead, -which, we decided in the end, ought to be (3) copied by more schools. It aU starts at The Board. In the reading room-which is part library and part NFL draft war room teachers have tags for each childs name, and each is color-coded by grade. The kids start out reading on Level A, and when they master it, they move on to you guessed itLevel B. Then C. No skipping D or E All the way up to Z. The pattern of the colors on The Board shows where everybody is, whos reading ahead of the class, and, very important, whos behind. Those who are behind are spotted early, and get extra help. The books in the library/war room are separated according to level of difficulty, but a child gets to pick which book he wants to read at his level Theres no You need to read this toda-y in the program. The kids get to choose. Which is important Picking the subject is key to reading, or writing. Trust us. Some people call this Empowerment Others would call it Individual Interest We call it Common Sense. We aU do best at what we like most At Meadowcliff, the kids are tracked on The Board, and arent allowed to slip through any cracks. Principal Carter tells the story of a young man who hated school- :ven be-fore third gradeand just wouldnt do the work. She brought him into the library, sat him down, and asked him what it was he liked. Trucks, he said. She snapped up a truck book on Level A, he began to read, and it took. A school year later, hes reading ahead of his grade level Deeann Morgan puts her hands on her hips and looks up at the boari She assumes an expression not unlike some weve seen on Army commanders faces when they look over an Operations Order. Staring at The Board, she says, Its everybodys job to move these kids, Move the kids up to higher levels of reading, that is. And thats an order. Arkansas schools need more of this kind of coach. Correction: Arkansas students need this kind of coach. The kind who take their jobs as seriously as the other kind of coaches. And whose success is so much more important. HERES NO limit on Meadowcliffs readers. They may read as far ahead of their class as they can. How about trying Harry Potter next? Lemony Snicket? Its the kids with difficulty who get the special attention. When the educators in the war room started discussing Phonemic Segmentation Assessments, our eyes glazed over. We started looking at artwork on the walk. And listened to the kids on the other side of the room read aloud. In one of the hallways, some kids had clipped newspaper articles and written comments on them. (So young, and already editorial writers!) There were paintings. Handwriting examples.... We moseyed (yes, we mosey) on down to Mrs. Haydens third grade class. At the time, the class was in Centers, which means they were in little groups doing different things. One group was reading Kid Power. In this center, one child is chosen to be the Reader, another the Summa-rizer, another the Word Wizard (whose job it is to point out new or interesting words in the story), another the Question Asker, and so on. This exercise gets the kids to focus on the story, not just one word after another. (Theres more to read- itself among those that used to be in trouing than reading, you know. Theres think- ble. ing, too.) Meadowcliff has something to offer. Over in Mrs. Modicas class, first-grad- We hope those in the states education de- It doesnt breathe, it doesnt smell/ It doesnt feel so veiy well/ I am discouraged with my nose/ The only thing it does is blows Dorothy Aldis Did we say this was first grade.These kids are already reading well enough to analyze poems. We looked around for some Emily Dickinson, but didnt find any. Must save her for second grade.... All this was funded by a federal grant Which was all of $330,000. That sounds like chump change when you look at education budgets and flunk of the impact this money will have on a whole generation of kids at Meadowcliff. Oh yes, we buried the lede: Because of the No Child Left Behind Act remember, kids from under-performing schools get to move to other schools that are doing a better job. And a handful of kids in Little Rock19 in allhave moved to Meadowcliff. (The school is now full at 367 students.) And this is the same Meadowcliff u.ut three years ago, had only 9 percent of its fourth-graders proficient or above in the Benchmark test Some things are going ri^t in Arkansas schools. Not enough things. But the Meadowcliffs are out there, just begging to be recognized and funded andabove ail: opied. Its the way we ourselves like to operate: If you see a good idea, copy it Principal Carter said about a dozen schools participate in this new reading program. We wondered why there werent a couple of hundred more. On our way out, we spotted Mrs. Jones-Flanigans kindergarten class, all in a line, all suspiciously quiet, and most of them smiling at the visitors and doing their dawggonedest not to giggle. They stopped in front of the music class. Apparently, it was That Tune, and the kids kindergartenerswere going to get a music lesson. Nothing special Just another day at an Arkansas school that can count er Jason Valsquez was on the floor, read- partment, and in school boards across the ing a poem, and finding the rhyming state, are paying attention. words: Arkansas Democrat Arkansas ^(BazcUe Established 1878 Established 1819 Arkansas Democrat (gazette Arkansas Newspaper Watter E. Hussman, Jr., Publisher Griffin Smith Executive Editor Paul Greenberg Editorial Page Editor Paul R. Smith V.P./ General Manager Lynn Hamilton V.P./ Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions FRIDAY, SEPTEMBER 9, 2005 LR School Board OKs bonus plan If students achieve, Meadowcliff faculty eligible for incentive pay BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE A pilot program to pay bonuses to Meadowcliff Elementary School faculty and staff based on the achievement gains of their students won Little Rock School Board approval Thursday. The School Board voted 5-1 for the $179,000 incentive-pay program that was started at the school last year with funds from an anonymous donor. Meadowcliff pupils, who were given the Stanford Achievement Test, ninth edition, at the start of the school year and again in the spring, showed an average 17 percent gain on the test. Financial rewards were then distributed to teachers and other staff members based on the gains of the individual children with whom they worked in the classroom or in school programs. A proposal to carry out the Achievement Challenge Pilot Project a second year with district funding created a bit of a stir in recent weeks. Leaders of the Little Rock Classroom Teachers Association, unaware of the program this past year, objected to a second year without first negotiating the parameters of the alternative-pay plan with the association, as is required by language in the teacher contract. The pilot project did become part of the 2005-06 teacher contract negotiations between the district and the association that were completed last week. Teachers and district leaders agreed that the plan could be carried out if Meadowcliff teachers followed the process laid out in the contract for trying an alternative-pay plan. That process requires that at least 75 percent of the teachers at a school vote in support of any kind of alternative-pay plan. Karen Carter, principal at Meadowcliff Elementary, said Thursday that 100 percent of the staff including certified and non-certified employees voted in support of the pilot project over the past few days. The School Board vote on funding for the project was the final hurdle. Meadowcliff students have already taken the Stanford Achievement Test, 10th edition. Teachers will use the results from that test to guide their instruction and the pupils will take the test again in May. Were ready to get the scores back so we can start planning what our students need and base our professional development on the areas we need growth in, Carter said after the meeting. Board member Katherine Mitchell cast the sole negative vote, saying that she wasnt against incentives but was against a process that didnt open the alternative-pay plan to employees at other schools. She questioned how long the district must try a pilot program before deciding whether it works. Board President Larry Berkley said the districts purpose in trying the pilot project is to learn from it. Measures of merit have not been universally accepted, he said. We are looking here at a norm-reference test as a sole measure of academic growth and that may not be the best way to do it. It may be some combination of [tests] and those kinds of things are what we are trying to learn. The measure of merit may need to be changed. But we cant learn if we dont try something new. Board member Tony Rose said paying bonuses to some teachers is not unprecedented in the school district and he noted that the district pays teachers for earning certification from the National Board of Professional Teaching Standards. Those teachers have demonstrated they have accomplished something, he said. And this is another way for teachers to demonstrate they have accom- | plished something in the class- room. I I6J SUNDAY. OCTOBER 16. 2005 Arkansas Democrat (gazette How an Arkansas school found success BY DANIEL HENNINGER THE WALL STREET JOURNAL ITTLE ROCK This state capital is famous to the nation for the mysteries of its politics and the compulsions of its politicians. By insisting 50 years ago on the continued segregation of Central High School, Gov. Orval Faubus ensured among other things that the handsome, still-functioning Central High would stand today as a national shrine maintained by the National Park Service. Yet another national shrine to political tumult that one may visit in Little Rock is the William J. Clinton Presidential Library and Museum. I came to visit the Meadowcliff Elementary School. Perhaps in time someone will put a plaque in front of it too. About 80 percent of Meadowcliffs students in the K-to-5 school are black, the rest Hispanic or white. It sits in a neighborhood of neat, very modest homes. About 92 percent of the students are definable as living at or below the poverty level, a phrase its principal, Karen Carter, abhors: I dont like that term because most of our parents work at one or two jobs. This refusal to bend to stereotypes likely explains what happened last year at Meadowcliff. Students scores on the Stanford achievement rose by an average 17 percent over the course of one year. They took the Stanford test in September and again in May. Against the national norm, the schools 246 full-year students rose to the 35th percentile from the 25th. For math in the second grade and higher, 177 students rose to the 32nd percentile from the 14th. This is phenomenal. What happened in nine months? Meadowcliff has two of the elements well established as necessary to a schools success-a strong, gifted principal and a motivated teaching staff. Both are difficult to find in urban school systems. Last year this Little Rock public school added a third elementindividual teacher bonuses, sometimes known as pay for performance. Paying teachers on merit is one of the most popular ideas in education. It is also arguably the most opposed idea in public education, anathema to the unions and their supporters. Meadowcliffs bonus program arrived through a back door. Karen Carter, the schools principal, felt that her teachers efforts were producing progress at Meadowcliff, especially with a new reading program shed instituted. But she needed a more precise test to measure individual student progress
she also wanted a way to reward her teachers for their effort. She went to the Public Education Foundation of Little Rock. The Foundation had no money for her, and the Little Rock systems budget was a nonstarter. So the foundation produced a private, anonymous donor, which made union approval unnecessary. Together this small group worked out the programs details. The Stanford test resiflts would be the basis for the bonuses. For each student in a teachers charge whose Stanford score rose up to 4 percent over the year, the teacher got $100
5 percent to 9 percent$200
10 percent to 14 percent$300
and more than 15 percent$400. This straight-line pay-for-performance formula awarded teachers objectively in a way that squares with popular notions of fairness and skirts fears of subjective judgment. In most i t'- Arkansas Democrat-Gazene/STEVE KEESEE Meadowcliff Elementary School teachers DeeAnn Morgan (left), the literacy coach, Joyce Mason, the reading recovery teacher, Barbara Beavers, the math coach, and Thessa Arnold, the pre-kindergarten teacher, were among the staff of the school that were honored in June at a news conference because of the school's educational gains. merit-based lines of work, say baseball, its called getting paid for puttie^ numbers on the board. Still, it required a leap of faith. I will tell you the truth, said Karen Carter. We thought one student would improve more than 15 percent. The tests and financial incentives, however, turned out to be a powerfill combination. The August test gave the teachers a detailed analysis of individual student strengths and weaknesses. From this, they tailored instruction for each student. It paid off on every level. Twelve teachers received performance bonuses ranging from $1,800 to $8,600. The rest of the schools staff also shared in the bonus pool That included the cafeteria ladies, who started eating with the students rather than in a nearby lounge, and the custodian, whom the students saw taking books out of Carters Comer, the library outside the principals office. Total cost $134,800. The tests cost about $10,000. The Meadowcliff bonus program is now in its second year, amid more phenomena rarely witnessed in school reform. Last years bonuses were paid for by an anonymous donor
this year the school board voted to put the pay-for-performance bonuses on the districts budget. The Little Rock teachers union thereupon insisted that MeadowclifTs teachers vote for a contract waiver
100 percent voted for the waiver. Another grade school, with private funding, will now try the Meadowcliff model. The Meadowcliff program has the support of both Little Rocks superintendent, Roy Brooks, and Arkansas (flrector of education, Ken James. Superintendent Brooks, who was recruited from the reform movement in Florida, has cut some 100 administrative positions from the central bureaucracy and rerouted the $3.8 million savings back to the schools. At his offices in the capitol buildup. Director James calls himself an advocate of pay for performance for a couple of reasons. Financial incentives of some sort are needed, he says, to stop math and science teachers from jumping ship to -...y s' .w -A a Arkansas Democral-Gazette/STEVE KEESEE Meadowcliff Elementary School Principal Karen Carter (right) hugs Little Rock School District Associate Superintendent Sadie Mitchell on June 20 after the school's staff was honored for a 17 percent learning gain. The school's special education teacher Demetria Moragne is at left. industry. And school districts like Little Rocks have to innovate fast because jobs and population are migrating internally, mostly into northwestern Arkansas. The Springdale district alone, he says, near Fayetteville and Bentonville, hired 180 new teachers this year. Little Rock has to find a way to hold its best teachers. The teachers I saw at Meadowcliff Elementary seemed pretty happy to be there. School reform is one of the greatest of the great white whales of American politics. It's by now virtually a mythical beast, chased by specialists, commissions, think tanks, governors. Gov. Bill and Hillary Clinton were famous Arkan-sas school reformers. With No Child Left Behind, President Bush has flung the reform fishing net over the whole country. The biggest urban school systemsNew York, Chicago, LA.get most of the ink. But maybe the solutions are going to be found in places like Little Rock, where talented people can fly beneath the radar long enough to give good ideas a chance to prove themselves. Daniel Henninger is deputy editor o/The Wall Street Journal's editorial page. His column appears Fridays in the Journal and on Opinion- }ournal.com. Copyright 2005 Dow Jones & Company, Inc. OCTOBER 20,2005 ARKANSAS TIMES Our public schools The Democrat-Gazette reprinted Sunday a column by one of the Wall Street Journals rightwing editorial writers. It trumpeted the first year of an experiment at Little Rocks Meadowcliff Elementary. A secret donor, whose money was laundered through the Little Rock Public Education Foundation, put up almost $135,000 to pay bonuses to teachers whose students Stanford test scores rose at least 4 percent over the last year. Theres been no serious analysis yet of the results, either for score manipulation or by comparison with the important state benchmark tests results. But the Little Rock School Board voted to spend public money to continue the experiment another year at Meadowcliff. And, the Wall Street Journal editorialist disclosed, Another grade school, with private funding, will now try the Meadowclilf project. Thanks for the scoop, WSJ. Thered been nothing in the local paper about this. No public action by the School Board. Its true. Superintendent Roy Brooks confirmed. The secret donor is financing a larger experiment this year at Wakefield Elementary. The pre-test has already been done. Brooks said it was up to the private Public Education Foundation to decide when the public would be informed. This is not district funds here, Brooks said. No, just our building, payroll and kids. Its an arguable ethics violation, too, to hide the source of money spent to influence public policy. Merit pay hasnt been rated a conclusive success anywhere I know of. High-stakes testing is an invitation to cheating (check the best-selling Freakonomics for a primer). Debates rage on merits of the norm-referenced Stanford test used at Meadowclifff and the criteria-based Benchmark Test on which government approval of schools happens to be based. Meadowcliff students did poorly on the latter. Opponents believe merit pay is a back-door way to limit automatic annual pay increases and cripple Max rantley max arktimes.com B teacher unions. Given the fat cats who form the merit pay claque, you can understand the suspicion. So whos the donor? Did he send his own kids to public schools? Is he a voucher buff, working on the uninformed assumption that Little Rock schools which regularly lead the state in National Merit winners are wholly failing and need to be eventually privatized? Teachers unions can support merit pay. When its not linked to up-or-down testing of a complex organism, a classroom with disparate learners. When offered to all teachers, without favoritism, on top of an honorable wage. When given for national board certification and extra work. At a minimum, merit pay should be transparent advance notice of a public meeting to debate the idea before a public vote. Instead, school officials paid obeisance to a shadowy fat cat with a pet project, its wonders now touted uncritically in the right-wing local daily and a national counterpart. Perhaps a tardy debate will follow the Classroom Teachers Associations grievance this week that the district again violated its labor contract. The contract requires a vote by Wakefields teachers (likely pro forma) to approve the supplemental pay deal. It was a given that the Public Education Foundation would become a tool for the Hussmans, Stephenses and Waltons of the world to insinuate their education philosophy into Little Rock public schools. But who knew policy-making power was for sale so cheap? Or that wed get the news from the editorial page of the Wall Street Journal. Its an insult to Little Rock taxpayers. ^WEDNESDAY, OCTOBER 26 2005 . Recess now Sc a workout for pupils at 2 schools BY HEATHER WECSLER ARKANSAS DEMOCRAT-GA 7FTTE Two elementary schools ttt Arkansas have new playgrounds intended for more than just play. - ' .J- 4) B'S ^F^Sg.q|'8 -y^T.-SMSsqq-r . tu o q u EhE <u tE - -q 41 O .2}'.0I) g q^=o.S^ E > S 4> ^.23 cz) ii O *2 t ^..5 Ct (U o c V) flj (L) Instead of slides, swing sets and jungle gyms, the recreational equipment includes chin bars for pull-ups, poles for climbing, vaults for leaping over, a horizontal ladder for swmging across and a bench for stomach crunches. Meadowcliff Elementary in ! the Little Rock School Disrtrt Md Seventh Street Elementary m the North Little Rock School District installed the new fit- ness areas to help students and visitors exercise each of their muscle groups. 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