Kimmel's Take on Tenure and Evaluations

Bruce Kimmel is a former member of the Board of Education.  

Recent events in Norwalk highlight one of the more controversial and misunderstood issues in American Education: First off, the Board of Education terminated a tenured teacher, despite the absence of adequate documentation supporting the decision. Then, the Norwalk Federation of Teachers came to the defense of the fired employee. And finally, the local press, by reporting the case in a straightforward manner, made the union look like the bad guy defending an individual who, allegedly, is not very good at his job.

What invariably is drowned out and ultimately forgotten in these types of discussions – but fortunately came to the surface early on in this case – is the role of administrators and boards of education versus the legal responsibilities of unions. This distinction is important, especially in light of the national debate on tenure, test scores, and the evaluation of teachers.

Consider the following:

• Teachers are interviewed and hired by administrators and boards of education;
• Teacher training is the responsibility of school administrators;
• Observation of teachers is the responsibility of school administrators;
• Yearly evaluation of teachers is the responsibility of administrators;
• Conferring teacher tenure is the responsibility of administrators;
• Termination of teachers is the responsibility of administrators;
• Administrators are supposed to keep detailed records of these activities.

The last two bullet points are intertwined and of paramount importance. School administrators for years have argued that state laws, union contracts and well-paid union attorneys have made it nearly impossible to fire tenured teachers. This is, at best, simplistic and obscures the fact that many, if not most, administrators do not keep detailed records of their various interactions, both formal and informal, with teachers.

The problem usually begins when a teacher automatically receives tenure after a certain number of years on the job. In most cases, tenure decisions are based on end-of-year evaluations teachers receive, which, in turn, are based on observations over the course of the year. If these evaluations are positive, and they almost always are, it is difficult to deny tenure.

National statistics indicate that, whatever evaluation system is used, over ninety percent of teachers receive the coveted rank. This is the key issue – not tenure itself, but who gets it, and on what basis. The law requires a rigorous paper trail to justify a negative tenure decision. Absent that, it is relatively easy to overturn the decision. It should be noted that non-tenured teachers can be terminated fairly easily, though some record-keeping is still necessary by administrators.

After a teacher receives tenure, under the law he or she has certain due process rights

 that must be observed. The law does not prohibit school districts from terminating tenured teachers, but it does require a comprehensive paper trail. This record should be based on various aspects of teaching, such as curriculum implementation, classroom management skills, rapport with students, collegial relations and, of course, student achievement.

(The debate over using test scores and student achievement in tenure decisions is, in my opinion, kind of silly. There was never a serious prohibition against using this information; the problem was the absence of other types of data and records when making the crucial decision.)

As mentioned above, the Norwalk Federation of Teachers has come to the defense of the terminated middle school teacher. Thus, it is important to note an important legal responsibility of unions, apart from negotiating and enforcing contracts: The law requires unions to defend their members when state-mandated due process rights are allegedly violated. The fact is, the NFT has a legal obligation.

(Most school administrators, especially those working in schools and having direct contact with teachers, are required to earn tenure after a certain number of years. Once they have achieved this status, they, too, have certain due process rights under the law and are represented by their own union. Again, the problem is not tenure per se, but who receives it, and whether they truly deserve it based on the data.)

Administrators, not the NFT, are responsible for the sustained development of tenured and non-tenured teachers alike, and detailed records must always be maintained. This may seem burdensome, and some would argue that administrators have too much on their plates. But on the other hand, the most important resource of any school, excluding students, is its teaching staff and every effort should be made to improve its quality.

There is a certain irony here: Teachers are expected to have detailed records of each and every one of their students. These records need to be rigorous and precise, so that every teacher knows the strengths and weaknesses of each of his or her students. These records are often used to justify decisions related to promotion and retention. Teachers are also required to document various types of behavior that may impede learning or disrupt the classroom. Virtually all important decisions about students must be backed-up by detailed records. The same standard should apply to all important decisions about teachers.  

Marks Emphasizes Evaluations

A version of this story appears in TheDailyNorwalk.com

The firing of a tenured middle school teacher has prompted the new Superintendent of Norwalk Public Schools to send a memo to principals about the importance of written evaluations.  “A principal’s most important job is to pay attention to what people in their building are doing,” says Susan Marks in an interview explaining the need for her memo. “Everyone deserves truthful and respectful feedback.”

Marks’ memo comes on the heels of the firing of Oscar Williams, a teacher at Ponus Ridge Middle School. Williams was terminated by the BOE for abusive conduct towards students and for his refusal to follow his supervisor’s instructions. An impartial arbitration panel recommended against firing Williams because he had no prior negative evaluations, written warnings, or disciplinary actions in his file. The BOE overruled the panel’s finding.

Marks says she supports the BOE’s decision.  “The panel accepted all the facts of the case and the facts speak for themselves,” she says.  The panel found, among other things, that Williams repeatedly used crude language when speaking to students.

Marks says she has been discussing the importance of evaluations with principals since she started her position in July.  “I’m asking them, what’s your plan for evaluation? What kind of support do you give your staff, especially the underperforming ones? I’m telling them that those who don’t improve need to be monitored.”

Although there is a standard evaluation procedure for teachers, a lack of personnel and computer systems have prevented centralizing the process, says Marks.   “There are only three employees in the HR department for this entire district because of budget cuts,” she adds, naming the Director Fay Ruotolo and two other employees.  “There is no automated system to keep track of the evaluations coming in.”

Marks says she will try through the budget process to get more support for Human Resources or she may have to reorganize existing staff and resources.

Evaluations are not only for teachers.  According to Marks, they're needed for everyone in a school building, including secretaries, assistant principals, and custodians. Principals, she says, need to be evaluated by Tony Daddona, Assistant Superintendent of Curriculum and Instruction and Carol Marinaccio, Director of Elementary Education.   Marks also says the district needs more training on how to conduct evaluations.  Working on this with the unions, Ruotolo, Daddona and Marinaccio, she says, is also part of her plan.

Union Chief Backs Fired Teacher

A version of this story appears in TheDailyNorwalk.com

The Board of Education ignored the recommendation of an of an impartial panel and fired Oscar Williams, a tenured middle school teacher, for abusive conduct towards students. Bruce Mellion, president of the Norwalk Federation of Teachers that represents Williams, says the board did not follow the proper procedures when firing the math teacher at Ponus Ridge Middle School.

"This is not an emotional issue but a legal issue," says Mellion. "The administration has to pass a very high bar to terminate a teacher. They did not prove the case. They didn't follow the rules and procedures." Mellion adds that "This has cost the taxpayers." He estimates the cost at $300,000 to 350,000, including the administrative leave and lawyers fees. Williams plans on seeking "recourse," says Mellion. "It will move to a court setting."

The board voted, 7-1, vote to fire Williams after reviewing the 54-page report by the three-member panel. "The findings showed enough evidence for termination," said Board Chair Glenn Ianaccone, who said the panel's findings are not binding. Board Member Steven Colarossi voted against termination and Jack Chiaramonte was not present at the meeting.

In June 2008, Williams, a Norwalk teacher since 2000, was put on paid administrative leave. School administrators cited poor teaching,  inappropriate and abusive conduct towards students and his refusal to follow his supervisors. On many occasions, Williams used crude language. He called a student "a punk" and told another one that she "looked skanky." Williams told students to "shut up." He asked a student "how would you feel if your mother was a whore," and later explained it as a "teachable moment." The administration claims that Williams did not show up to meetings and administered the wrong Connecticut Mastery Test.

The panel's recommendation to not terminate Williams hinged on the lack of a paper trail. "There were no written warning or suspensions in Williams' file, " states the report. "The evidence showed that Williams was never disciplined for any reason, including the alleged misconduct giving rise to this matter." In addition, there were only two written evaluations on file in which Williams was deemed proficient. Of the three panel members, one member supported termination.

ADHD Awareness Week, Mom Advocates for Son

Paula Yonkers uses a car analogy to explain Attention Deficit Hyperactivity Disorder (ADHD).  “It’s like having a Ferrari engine for a brain but Chevy brakes for the body,” says the mom of two sons who have been diagnosed with ADHD.

This week has been designated ADHD Awareness Week by Gov. Jodi Rell and Mayor Richard Moccia. As part of the week’s programs, a free workshop about ADHD will be conducted on Thursday, Sept.16 from 7 p.m. to 8:30 p.m. at West Rocks Middle School.  Also, the Norwalk Public Library is displaying materials on the subject.

ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination that is out of the normal range for a child's age and development. According to Jeffrey Spahr, the parent who spearheaded the second annual awareness week, ADHD affects roughly 5 percent of school-aged children.  “That’s about one student in a class of 20.”

Paula says that her son’s second-grade teacher, the school psychologist and her pediatrician helped her identify Jake, her younger son's ADHD. “He was very easily distracted, off on his own a lot.  He would get distracted by a piece of hair on the desk, randomly climb under the table.”

After Paula discovered Jake’s condition, she reluctantly put him on medication.  “It was like day and night, it helped him so much.”  But over the years, Paula has worried about the side effects, which can include stunted growth and sleep problems, and has periodically taken him off medication.  “It’s a trade off, mental health for physical health.”

As is common with ADHD children, Jake, now in sixth grade at Ponus Ridge Middle School,  scores high on standardized tests. “If he’s interested in something, like science, he’s over the top with it,” says Paula.

Writing and getting his thoughts on paper is Jake’s biggest challenge, says Paula.   “To this day, he doesn’t write.”  In fact, writing has been so difficult for him that Jake has to repeat sixth grade.  “The transition to middle school last year was not easy.  Jake felt so defeated most of the year because he couldn’t write that he would cause trouble in school.  He’d say ‘I want to be known for something, nobody cares that I’m smart.'’’

This year, Paula plans to advocate for Jake to make sure he receives the help and accommodations he needs to succeed in school. 

If you think your child has ADHD, both Paula and Jeffrey Spahr say it is essential for parents to have their child evaluated by a medical professional.

To find out more about ADHD, Spahr recommends the following websites:

http://en.wikipedia.org/wiki/Attention-Deficit_Hyperactivity_Disorder

Spahr has launched his own website:  Association of Parents of Exceptional Children and Siblings -- http://apecsct.org

ADDitude Magazine:  http://www.additudemag.com/

School Reforms's Meager Results and Shrunken Student Motivation

I read a thought-provoking article in the Washington Post over the weekend--"Schools Reform's Meager Results" by Op-Ed columnist Robert Samuelson.  In the article, Samuelson argues that "since the 1960s, waves of "reform" haven't produced meaningful achievement gains."  The article gives facts and figures showing that the needle has moved little over the years.  Samuelson says that some gains have been made in elementary school, but are usually wiped out by high school.  Over the years, he writes, student/teacher ratio has decreased and pre-school enrollment has rocketed. So why aren't things getting better?

The larger cause of failure is almost unmentionable: shrunken student motivation. Students, after all, have to do the work. If they aren't motivated, even capable teachers may fail.

Motivation comes from many sources: curiosity and ambition; parental expectations; the desire to get into a "good" college; inspiring or intimidating teachers; peer pressure. The unstated assumption of much school "reform" is that if students aren't motivated, it's mainly the fault of schools and teachers. The reality is that, as high schools have become more inclusive (in 1950, 40 percent of 17-year-olds had dropped out, compared with about 25 percent today) and adolescent culture has strengthened, the authority of teachers and schools has eroded. That applies more to high schools than to elementary schools, helping explain why early achievement gains evaporate.

Motivation is weak because more students (of all races and economic classes, let it be added) don't like school, don't work hard and don't do well. In a 2008 survey of public high school teachers, 21 percent judged student absenteeism a serious problem; 29 percent cited "student apathy." The goal of expanding "access" -- giving more students more years of schooling -- tends to lower educational standards. Michael Kirst, an emeritus education professor at Stanford, estimates that 60 percent of incoming community college students and 30 percent of freshmen at four-year colleges need remedial reading and math courses.

Against these realities, school "reform" rhetoric is blissfully evasive. It is often an exercise in extravagant expectations. Even if George W. Bush's No Child Left Behind program had been phenomenally successful (it wasn't), many thousands of children would have been left behind. Now Duncan routinely urges "a great teacher" in every classroom. That would be about 3.7 million "great" teachers -- a feat akin to having every college football team composed of all-Americans. With this sort of intellectual rigor, what school "reform" promises is more disillusion.

I'm curious:   Have veteran teachers seen a decline in student motivation over the years?   As a parent, what do you do to motivate your children to do well in school?  Is motivation something that we can, in fact, pass on to our kids ? 

Marks Wraps Up Opening Walkabouts

A version of this story appears in TheDailyNorwalk.com.

Superintendent Susan Marks wrapped up her beginning of the year school visits on Tuesday.  I caught up with her at Cranbury Elementary School where she talked about enrollment, the need for air conditioning in schools and revisiting the school calendar.

Since the first day of school, Marks has visited all 19 of Norwalk’s schools.  She has said repeatedly since starting as superintendent in July that she plans on being “visible” and stopping by schools often.  Marks also required Central Office administrators to make school visits during the opening week, as well.

“I have a chat with the principals to see what issues have come up and visit some classrooms,” says Marks who met with Robin Ives, Cranbury’s principal.  “Right now we are counting kids.”  According to Marks, a few of the city’s elementary classes are larger than anticipated, including Cranbury’s second grade (25-26 students, as opposed to 22).  Principals are in touch with the administration on a daily basis and are waiting until after Labor Day to make adjustments to classrooms, says Marks.  “There may be a need for additional aides and some switching around.”

With temperatures in the 90s last week, Marks is concerned about the heat and wants air-conditioning in all the schools.  “Schools are 12-month operations these days, with the camps and summer programs,” she says, also noting changes in weather patterns.  “We’ll have to look at the capital plan.”
Marks also expressed concern about the amount of time children are not in school.  “We really need to look at the school calendar and how we use our time.”  She says she will look at calendars of neighboring districts and questions the purpose of staggered entry at the beginning of the year.  “We need to take some time back.”

Accompanied on her walkabout by Board Member Susan Hamilton and her husband Richard Sprecher, a retired middle school social studies teacher, Marks dropped in on several classrooms.  She explained the job of a superintendent to the students and told them they have to “be ready for college.”

“These visits are not going to stop.  My job is to support what is going on in these schools,” she says. 

Support Staff Awarded Contract

Norwalk's school support staff has a new contract after a year of working without one. On Wednesday, an arbitration panel awarded a contract that includes a small raise and a change in health care plans to the Norwalk Federation of Education Personnel, led by president Donna Riddell.
The union represents 425 aides, clerks, secretarial and support staff and is the city's second-largest bargaining unit, after the teachers' union.

The four-year contract, retroactive to last year, includes a 2 percent incremental raise for the next three years, but no raise for this year. The bulk of the savings will come from a change in heath care plans — the union will join the High Deductible Health Savings Account Plan that was established for teachers last year when their contract was renegotiated. According to a Board of Education statement, the heath care changes "will more than offset the increase in wages, providing much needed relief to Norwalk taxpayers."

The union will not have any increases in longevity payments, a yearly stipend for employees that have worked for the schools for more than 10 years. In addition, a cap was put on sick leave accumulation. Union members will still be allowed to have their children attend Norwalk schools as a professional courtesy.

For the past year, the support staff has been in contentious negotiations with the school board, which led to the need for an arbitration panel this summer.

"This is the worst arbitration we've ever had to go through," Riddell said. "The Board of Education members were argumentative, rude and disrespectful. We were willing to negotiate, but they [the BOE] chose arbitration instead."

Jack Chairamonte, chairman of the school board's negotiating committee, disagreed, saying that some of the union's demands such as a 3.5 percent raise were untenable. "We all the respect for the support staff, but you can't negotiate with union leaders who have kicked their heads in the sand."

Teacher Convocation Takes New Approach

A version of this story appear on TheDailyNorwalk.com  (there are photos on the site, too)

For the first time, the Norwalk teacher convocation was addressed not by an administrator, but by a teacher and a principal. Lavone Roberson, a third-grade teacher at Naramake Elementary School, spoke to a packed audience of school teachers, staff, city officials and representatives from all the school unions Monday at the Brien McMahon High School auditorium.  Roberson, a fourth-year teacher, told them that she is a proud product of the Norwalk Public Schools and the daughter of NPS social worker Jackie Roberson.  "It is here that I became a lifelong learner and a passionate educator."  Roberson, a Naramake teacher, also spoke about collaboration.  "Teaching is a team sport. You will win if you play together."

James Martinez, prinicipal of Fox Run, asked his colleagues to "be present for the kids."  "Listen to what they say and what they don't say.  Be a guiding light."

Superintendent Susan Marks said that she had a lot in common with first-year teachers, since she’s a first-year superintendent.  Since the summer, 56 new teachers have been hired and several more are coming on board in the coming weeks, according to Fay Ruotolo, director of human resources for the district. 

Marks reminded the staff that, according to experts,  teacher effectiveness and leadership quality is the most important factor in student achievement.  "It's about the people."  Marks also said that she plans to visit the schools often.  "You can't be a superintendent from behind a desk."

Bruce Mellion, president of the Norwalk Federation of Teachers, challenged the city to create a new Briggs High School and replace some of the elementary schools.  "You are under attack by those who didn't choose this profession," he said referring to demands for union concessions.  "Remember you are the best and brightest."

After the convocation, a group of Kendall teachers milled outside the building discussing the morning's event.  Adrienne Moriarty, a fourth-grade teacher for the past 27 years, said she is excited about having a new superintendent, but is taking a "wait and see"  attitude about Marks.  Moriarty said that she found the morning event, especially Roberson's speech, "inspiring."  "You remember why you are here and why you became a teacher."

Schools Get $600K Gov. Aid to Save Jobs

Norwalk Public Schools will receive almost $600,000 from Washington to help pay for extra teachers, literacy specialists and other needed school positions.  Part of the funding may be reserved for next year.

Earlier this month, just days before schools across the country are slated to start, Congress passed the $10 billion Education Jobs and Medicaid Assistance Act signed by President Obama. In a time of constrained budgets, the injection of federal funds is meant solely to help save and create education jobs. In addition to teachers, the districts can use the funds for any employee of the school district including, aides, secretaries and custodians.

Connecticut received $110 million that will save 1,000 to 1,300 jobs, according to the State Department of Education. The money is allocated based on the relative population size and poverty level of each district.

Superintendent Susan Marks says the funds for Norwalk will be used for additional teachers and aides.    “We have to make sure all our current positions are paid for, see what was lost and prioritize who else we need this year,” says Marks.  “We also need to think about what to hold for next year.”  According to the grant guidelines, funds may be delayed for 2011-12 staffing needs.

While exact positions have not been determined, Marks has some ideas where the money will go.
As of today, the district has hired four additional teachers because of greater than anticipated enrollment.  Only three reserve positions were budgeted, according to Marks.  At Cranbury and Fox Run Elementary schools, full-time literacy specialists and aides were cut because the district lost Title I federal funding.  Also, Marks says the staffing situation in the high schools will need to be evaluated.

In the coming weeks, Marks will make recommendations to the Board of Education and its Finance Committee on how to allocate the funds. “We’ll know within the month how to use the funds.”  The federal dollars go directly to the school coffers and not to the city.  “Of course, the city is also very interested in how we use the funds,” says Marks.

Here are preliminary allotments to neighboring towns and cities:
Darien  $94,489
Easton:  $34,724
Fairfield:  $209,910
Greenwich: $199,890
New Canaan $87,449
Norwalk $590,269
Stamford:  $466,531
Weston: $55,463
Westport: $116,255
Wilton $91,050

After-School Programs Selected for Year

A version of this story appears in TheDailyNorwalk.com

Three elementary schools will have new after-school care providers this school year. Cranbury and Silvermine Elementary schools selected After the Bell, a program organized by the Norwalk Public Schools and the Norwalk Education Foundation. "We are pleased that the program is expanding," said Lauren Rosato, foundation executive director.  For the past two years, After the Bell has been operating in Kendall and Rowayton Elementary Schools.

Tracey Elementary School is switching to ACHIEVE. The three schools previously worked with the YMCA for after-school services. This year, the YMCA will partner with After the Bell.

After the Bell provides on-site before- and after-school care from 7 a.m. to 6 p.m. as well as homework help and enrichment activities such as dance, cooking, arts and sports. Teachers and staff members teach the enrichment classes, which are open to the entire school. Funded in part by local foundations, After the Bell has sliding-scale tuition.

Each year, elementary school principals select their providers in consultation with parents and staff. "We chose After the Bell this year because it has a better connection with the school day and is better suited to parents' needs," says Robin Ives, principal at Cranbury. Ives adds that After the Bell has a direct link with the classroom because students get help from teachers they know.

Although the YMCA is no longer the sole provider of after-school care for Cranbury and Silvermine, it still will provide staff to After the Bell, says Heather Klein, newly hired director of child-care services at the YMCA. "Our staff are very excited and open to this arrangement," says Klein.

Here is a list of providers at the 12 elementary schools:
Brookside: ACHIEVE
Columbus: YMCA
Cranbury: After the Bell
Fox Run: YMCA
Jefferson: ACHIEVE
Kendall: After the Bell
Marvin: ACHIEVE
Naramake: Family Resource Center
Rowayton: After the Bell
Silvermine: After the Bell
Tracey: ACHIEVE
Wolfpit: ACHIEVE

Report Recommends Additions at Five Schools

A version of this story appears in TheDailyNorwalk.com.

A report presented to the Board of Education on Tuesday evening recommends building additions at five Norwalk elementary schools: Columbus, Cranbury, Jefferson, Naramake and Rowayton.
Partners for Architecture of Stamford was hired by the BOE in February to study space utilization and the impact of projected enrollment at all 12 elementary schools. The BOE commissioned the study because overcrowding is an issue at several of the elementary schools. During the presentation, Partners for Architecture noted that Rowayton, Jefferson and Naramake currently have portable classrooms. Several schools do not have separate art classrooms and must wheel art supplies from class to class on a cart. In one school, a closet is used as a special education classroom.

"We went through every space at every school, from the 100-year-old attic in Rowayton to the dungeon basement of Wolfpit," said Rainer Schrom, principal at Partners for Architecture. Mark Gorian, NPS facilities director, oversaw the study and accompanied Schrom to all 12 schools.
The report, which cost $38,000, recommends ways to reconfigure school space for maximum efficiency, as well as building the additions. "The report is a tool for future decisions and helps us to prioritize," said Superintendent Susan Marks, noting there are space needs at other schools also.
The report was commissioned, in large part, to determine how best to spend $6.2 million -- the remainder of a previous capital appropriation for school improvements. Additions at all five schools will cost $13 million, according to the report's estimates.

Mayor Richard Moccia, ex-officio member of the BOE, said, "We want to do everything, but we have to look at what we can do." He recommended moving forward on the capital spending as soon as possible. "We have to see where we can get the most bang for our buck." The district would need to request any additional funds during the capital budgeting process, said Marks.
Board Member Sue Haynie suggested looking into why students are transferring from their neighborhood schools into the overcrowded ones. Board Member Jack Chiaramonte said, "I know redistricting is an ugly word, but how else are we going to change things." Schrom said that redistricting was not part of the scope of the project.

The full report, including a school-by-school breakdown of needed improvements, is available on the Norwalk Public School website.

AYP Results, Cranbury and Roton Removed from NCLB list

A version of this story appears on TheDailyNorwalk.com

Although a No Child Left Behind report released on Wednesday has cited Norwalk as a school district “In Need of Improvement”, Superintendent Susan Marks says this year’s results are “somewhat encouraging”.

Cranbury and Roton Elementary schools were taken off the now infamous “In Need of Improvement” list because they made Adequate Yearly Progress (AYP) two years in a row.  Fox Run Elementary, Tracey Elementary, Nathan Hale Middle School and West Rocks Middle School made AYP this year and have been put on the “Safe Harbor” list. If they make AYP again next year, they’ll be removed off the “Needs Improvement” list.

However, Rowayton School was designated as a school “In Need of Improvement” for the first time this year because of subgroup test scores.  All of Norwalk’s high schools are considered “In Need of Improvement”.  Norwalk High and Brien McMahon have been on the list for the past 5 years and Briggs for the past 7.

Since the No Child Left Behind act was passed in 2001, the government has been using scores from grade 3-8 Connecticut Mastery Tests and the grade 10 Connecticut Academic Performance Test to assess whether schools have made adequate yearly progress. This year, 80 percent of student had to be proficient to pass muster. The standard must be met by the whole school and by each subgroup of 40 or more students, including minority, ELL, low-income, and special needs students.  If a school or subgroup does not achieve AYP for two consecutive years, the school is identified as in need of improvement.

According to a report issued by the State Department of Education, Norwalk’s designation as a district “In Need of Improvement” is due to inadequate “subgroup math and reading achievement”.  Reading scores are a problem for the city’s elementary and middle schools, while math is the challenge for high school students.

“I am going to meet with the principals regularly and I’ll be deploying resources from Central Office to focus to make sure we are consistent in math and reading across elementary, middle and high school,” said Marks.


Schools that made AYP*:
Brookside, Columbus, Cranbury, Fox Run, Kendall, Tracey, Elementary Schools
Nathan Hale, Roton and West Rocks Middle Schools


Schools that did not make AYP:
Jefferson Elementary: whole school reading and subgroup math and reading 
Marvin Elementary:  whole school reading and subgroup reading
Naramake Elementary: whole school reading and subgroup reading
Rowayton School: subgroup reading
Silvermine Elementary School: whole school reading and subgroup reading
Wolfpit School: subgroup reading
Ponus Ridge Middle School: whole school math and reading, subgroup math and reading
Side By Side Community School:  whole school reading, subgroup math and reading.
Norwalk High School: whole school math, subgroup math and reading
Briggs High School: whole school math and reading
Brien McMahon High School: whole school math, subgroup math and reading


Schools on the NCLB list as "in need of improvement":
Jefferson Magnet School:  Year 4
Rowayton School: Year 1
Silvermine Elementary School: Year 4
Ponus Ridge Middle School: Year 3
Fox Run Elementary School:  Year 1, Safe Harbor*
Tracey School: Year 2, Safe Harbor
Nathan Hale Middle School: Year 4, Safe Harbor
West Rocks Middle School: Year 2 Safe Harbor
Side by Side:  Year 4
Norwalk High School:  Year 5
Brien McMahon High School:  Year 5
Briggs High School:  Year 7

 *To make AYP, a school and its subgroups need to meet designated proficiency standards (approximately 80 percent this year).  A school can also make AYP through the “safe harbor” provision, by increasing the proficiency scores by 10 percent in all subgroups. 

Marks Seeks Collaboration with Unions

A version of this story appears on TheDailyNorwalk.com

I sat down with Susan Marks earlier this week to discuss school issues.  When the topic of contract negotiations came up, Marks went immediately to her bookshelf and pulled out the classic book on negotiations. “Getting to Yes” Roger Fischer and William Ury of the Harvard Negotiation Project.  “I support interest-based bargaining,” she said.  “I’m anxious to utilize this process here—it’s all about relationship building.”

Recently, the Norwalk Federation of Education Personnel, the union of the district’s support staff and the Norwalk Board of Education could not agree on terms of a new contract and went into arbitration, a process by which independent outside parties decide on the terms of the contract.

Marks explains that interest-based bargaining is about aligning interests and building trust. “The school district and the union have many similar interests,” says Marks.  “For example, we both want children to do well in school.  We both want teachers to be happy.  This is our outcome.”

“Getting to Yes”, a bestseller since it was published in 1981, focuses on four basic principals:  separating the people from the problems, focusing on interests not positions, generating options for mutual gain, insisting on using objective criteria.

This type of bargaining is collaborative and requires a team approach says Marks.  “Two parties do not sit across the table in an adversarial way.  They sit next to each other.” Marks calls the method a “mind shift” from the traditional adversarial approach.

Marks says that she is “passionate” about this method, which was used in Montgomery County, the Maryland school district where Marks worked for many years.

“It took a lot of training and time, but through blood, sweat and tears, we got to a point where now [in Maryland] the teachers' union and the district write the contract together,” says Marks. “There is no mediation needed.”

In the midst of talking about negotiations, Marks got up and pulled another book from her shelf, “Choosing Civility: The Twenty-five Rules of Considerate Conduct", by P.M. Forni of the Johns Hopkins Civility Project.  “I want to create a culture of civility here, where people are nice to each other.”

“You can be honest, without being disrespectful,” says Marks.  “The three things people can always expect from me are-- I am polite, I speak my mind and I tell the truth,” says Marks.

Chiaramonte Criticizes Unions

Board of Education member Jack Chiaramonte says he wants people in Norwalk to know he is not happy with the school district’s unions.  “They have given us nothing,” says Chiaramonte who heads the committee that negotiates contracts with them.

In recent weeks, the Norwalk Federation of Education Personnel has been outspoken in its criticism of the BOE.  The NFEP, which represents 425 aides, clerks, secretarial and support staff, says it has been without a contract since July 2009 and has not received the salary increase and benefits it “deserves."  Since the BOE and NEFP have been unable to come to agreement on the terms of their contracts, the two parties have entered into arbitration. In arbitration, an independent body will now decide the outcome by the end of the summer.

Chiaramonte, however, sees matters differently.  He suggests the unions need to pay attention “to what is going on in this country.” “People are losing their homes. Things are still bad out there.  I’ve seen my business tumble,” says Chiaramonte who owns a restaurant in South Norwalk. “Instead of everybody coming together and giving a little, we have the unions who dictate what they want.”

“We can’t afford what they want,” says Chiaramonte who disagrees with Donna Riddell, the NFEP president's characterization of the negotiation process as “demeaning and unfair.”  “It's nonsense.  We couldn’t come to an agreement. That is why we have gone into arbitration. That is the way to get a fair result.”

He is not singling out the NFEP, but includes the teachers and administrators union in his admonition. He says that all the unions “stand together.” “They come to us and say ‘we will not giveback until you do XYZ.  Their package has strings attached.’”

The unions, including the NFEP, say they are being treated unfairly, in part, because two top administrators, Faye Ruotolo, director of Human Resources and Tony Daddona, Assistant Superintendent recently received three percent raises in the form of furlough days.  Chiaramonte responds, “At least they gave us the furlough days. What did the unions give back? They gave us nothing-- a big goose egg.”

“The BOE can only afford so much. The taxpayers can only afford so much,” concludes Chiaramonte.  “Otherwise, it’s the children who end up losing.”