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Know Your Rights! Your Weingarten Rights!

YOU HAVE RIGHTS ON THE JOB.

WHAT ARE WEINGARTEN RIGHTS? 

Weingarten rights guarantee an employee the right to Union representation during an investigatory interview. These rights, established by the Supreme Court, in 1975 in the case of J’. Weingarten Inc,, must be claimed by the employee. The supervisor has no obligation to inform an employee that s/he is entitled to Union representation.

If called to a meeting with a supervisor, repeat the following to administration when the meeting begins: “If this discussion could in any way lead to my being disciplined or terminated, or affect my personal working conditions, I respectfully request that my union representative or worksite leader be present at this meeting. 

Without representation, I choose not to answer any questions.” 

 

What is an Investigatory Interview?

An investigatory interview is one in which a Supervisor questions an employee to obtain information which could be used as a basis for discipline or asks an employee to defend his/her conduct. If an employee has a reasonable belief that discipline or discharge may result from what s/he says, the employee has the right to request Union representation.

Examples of such an interview are:

  1. The interview is part of the employer’s disciplinary procedure or is a component of the employer’s procedure for determining whether discipline will be imposed.
  2. The purpose of the interview is to investigate an employee’s performance where discipline, demotion or other adverse consequences to the employee’s job status or working conditions are a possible result.
  3. The purpose of the interview is to elicit facts from the employee to support disciplinary action that is probable or that is being considered, or to obtain admissions of misconduct or other evidence to support a disciplinary decision already made.
  4. The employee is required to explain his/her conduct, or defend it during the interview, or is compelled to answer questions or give evidence.

An employee must state to the employer that he/she wants a Union representative present; the employer has no obligation to ask  the employee if she/he wants a representative.

 

Weingarten Rules

When an investigatory interview occurs, the following rules apply:

Rule 1 – The employee must make a clear request for Union representation before or during the interview. The employee can’t be punished for making this request.

Rule 2 – After the employee makes the request, the supervisor has 3 options. S/he must either:

 

  1. Grant the request and delay the interview until the Union representative arrives and has a chance to consult privately with the employee: or
  2. Deny the request and end the interview immediately; or
  3. Give the employee a Choice of: 1)having the interview without representation or 2) ending the interview

Rule 3 – If the supervisor denies the request and continues to ask questions, this is an unfair labor practice and the employee has a right to refuse to answer. The employee cannot be disciplined for such refusal but is required to sit there until the supervisor terminates the interview. Leaving before this happens may constitute punishable insubordination.

 

An employee has NO right to the presence of a Union representative where:

 

  1. The meeting is merely for the purpose of conveying work instructions, training, or communicating needed corrections in the employee’s work techniques.
  2. The employee is assured by the employer prior to the interview that no discipline or employment consequences can result from the interview.
  3. The employer has reached a final decision to impose certain discipline on the employee prior to the interview, and the purpose of the interview is to inform the employee of the discipline or to impose it.
  4. Any conversation or discussion about the previously determined discipline which is initiated by the employee and without employer encouragement or instigation after the employee is informed of the action.

Even in the above four (4) circumstances, the employee can still ask for representation. Most employers will permit a representative to attend even when not required to.

 

Source: UMass

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October BESE Meeting an Endurance Trial

Long meeting, disappointing results

At a marathon BESE meeting, members punted the Common Core controversy to local school boards and teachers, ignored educators’ requests for help with curricula and resources, and promised little relief from a flawed and unaccountable Value Added evaluation model.

October BESE meeting an endurance trial

The October meeting of the Board of Elementary and Secondary Education was an endurance trial. Ever since BESE reduced its monthly meetings from two days of committee hearings to one, the agenda has been very crowded. The board’s current practice is to hold committee meetings on a Tuesday, during which all testimony is heard on agenda items. A full board meeting is then held on a Wednesday, when the full board votes on recommendations made by committees. The full board meetings generally conclude within a couple of hours, while committee meetings have been stretching late into the night. The October committee meetings strained everyone’s patience. A meeting on the controversial Common Core State Standards that was supposed to begin at 2:30 P.M. was three hours late getting started. Citizens who came expecting to speak were not allowed to begin their testimony until about 6: 30 P.M., and were limited to two minutes apiece. Even so, the meeting did not end until nearly 11 P.M. Parents who had traveled from as far away as Shreveport and spent the night in Baton Rouge waiting to speak were disappointed to learn that they would only be allowed to make brief comments. BESE President Chas Roemer said that board members travel the state and hold public meetings on issues, and voiced no support for a meeting schedule that is more convenient for the public.

Heated debate, little change on Value Added evaluation model

Several hours of sometimes heated discussion, the board decided to seek a new opinion on the validity of the Value Added Model formula and to increase training offered to educators about the model, but took no action on a request to investigate changes apparently made to some teachers’ value added scores. On the agenda was a request from BESE Member Lottie Beebe to create a panel of statisticians and mathematicians to determine if Louisiana’s Value Added formula is reliable and credible. LFT President Steve Monaghan asked, “Is the Value Added Model a valid instrument for measuring teacher effectiveness? Some respected mathematicians believe that Value Added formulae have margins of error better than 30 percent. If that is true, then it is simply wrong to judge our teachers, our schools and our students by such a shaky instrument.” The formula has been frequently criticized, and there have apparently been several behind the scenes adjustments made to the formula and to individual teacher’s scores. While Dr. Beebe recommended three qualified individuals to look into the formula, the board approved Roemer‘s substitute motion to instead seek a “third party” review of the formula. Dr. Beebe’s motion would have incurred no additional expense by BESE; it is unclear whether Roemer’s substitute will require a contract, or how much the review will cost. The board declined to act on Dr. Beebe’s request for a look into waivers of VAM scores that may have been granted to some teachers. Monaghan said that no written policies have been developed by the Department of Education to guide the issuance of waivers by anyone on either the state or local level. “Teachers evaluated under VAM have no way to legally challenge the scores imposed on them, and yet an unknown number of scores have apparently been either waived or otherwise adjusted,” Monaghan said. Even after LFT Legislative Director Mary-Patricia Wray pointed out that alterations to Teacher Effectiveness Ratings made by the state superintendent of education may violate the law, the board took no further action on the matter. On the agenda’s final Value Added item, Superintendent of Education John White conceded that more stakeholder training is needed. The board unanimously approved a motion to conduct more training in the future.

BESE shifts Common Core responsibility to local school boards

Turning a deaf ear to complaints that controversial Common Core State Standards are not being properly implemented in Louisiana, the state education board tried to deflect criticism by shifting responsibility for the standards to local school systems. The BESE action was contained in a hastily contrived agenda item that was not properly advertised, and will probably have to be reconsidered in order to be legally adopted. The board’s tweaks to Common Core rules were aimed at angry parents who fear that a national curriculum is being imposed. BESE members reaffirmed their commitment to Common Core, but did nothing to satisfy educators who said the state has been derelict in its duty to prepare teachers and students for more demanding curricula. “We believe that the ideas behind Common Core have merit,” LFT President Steve Monaghan said, “but like so many other education reforms that have been imposed recently, there has been a failure to prepare and provision our teachers, our children, and communities for the changes.” At a committee meeting Tuesday, BESE members listened to hours of testimony. Much of it came from parents who fear federal intrusion into schools. Comments favoring Common Core were given by corporate sponsors and some teachers who were asked leading questions by pro-CCSS board members. At Wednesday’s meeting of the full board, a new agenda item was introduced in response to the parental concerns. Part of that resolution says no curriculum can be forced on a local school system, “including any that may be recommended, endorsed or supported by any federal or state program or agency.” Instead, BESE intends to give local districts and teachers more autonomy in choosing textbooks and learning materials. That did not sit well with educators like Monaghan, who said from the start that BESE and the department of education have shirked their duty to prepare for more demanding course work. The LFT president pointed out that the state had promised to provide curriculum information as part of an agreement to waive some sections of the federal No Child Left Behind Act. BESE, he said, is “passing the burden on to teachers and schools.” The motion also guaranteed the public the right to review textbooks and other materials, and promised that student social security numbers won’t be used as test identification numbers. When audience members objected to a new agenda item being adopted without proper notification or a committee hearing, BESE President Chas Roemer said he believed the item was “germane” to the issues under discussion.

Charters approved over parental objections

Two charter school organizations that currently operate in Louisiana were given permission to open schools in Lafayette, East Jefferson and East Baton Rouge Parishes, despite parental and school board opposition. Lafayette parents and concerned citizens voiced opposition to decision, after the parish school board voted 8-2 to reject the charter applications at the local level. Lafayette Superintendent of Schools Pat Cooper spoke against his board’s decision. Cooper said the need for new facilities in Lafayette convinced him to support the charter expansion. Some Lafayette parents, however, said that voters are ready to pass a tax to cover the cost of new construction. The charter schools, they argued, will exclude the most needy children because of their geographic location and their “first come, first serve” enrollment style.

New rule favors private voucher schools

A new rule approved by BESE will allow non-public tuition organizations to advertise in ways that promote particular private schools. If the change goes into effect, it will overturn a current regulation prohibiting the promotion of a particular school over other qualified schools. The tuition organizations allow Louisiana taxpayers to get a 95% rebate on donations, which are sent to non-public schools on behalf of parents and students. The rebate has been controversial because of its cost to the state, and because the governor vetoed a similar measure that would have allowed rebates for donations to public schools. The new rule must still be published in the Louisiana Register and opened for public comment before it can go into effect.

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URGENT ACTION: Reclaim Caddo!

URGENT ACTION: RECLAIM CADDO

Reclaiming the Promise of Public Education

Tell the RSD, “Thanks, but NO thanks.”

Sign the Petition NOW!  

The Recovery School District is looking to take over a number of schools in Caddo Parish. Join Red River United in telling the RSD, “thank you, but NO thank you.” The RSD does not have a successful track record in transforming academically unacceptable schools (Linwood and Linear). In fact, the RSD has been sued numerous times including twice by the Southern Poverty Law Center, once for handcuffing a first-grader and once for failing to provide services to children with special needs. Our children deserve better than this. We should not knowingly and willingly put our children into a failed system. Our children should not be experimented upon for political and economic gains.

We do not support the hostile state takeover of community schools. We do not support our schools being changed from a public school to a charter school operated by outside private-monied and political interests. We contend that the Caddo Parish School System is best equipped to raise academic standards and that the community deserves a say in the process.

We do not support changing our community schools to a RSD or Charter school. If the RSD decides to move forward with either plan, I choose not to participate.

The power of public education

  • Public education is how we fulfill our collective responsibility to give each and every child an opportunity.
  • To fulfill this responsibility we need a system of great neighborhood public schools, where educators have the tools and resources to meet the needs of each and every child.
  • Public education is the means by which all children, regardless of economic, social or cultural background, can achieve their dreams.
  • High-­‐quality public education is an economic necessity, a moral imperative and a fundamental civil right.

 

Under pressure and under assault

Economic and social factors put pressure on our children making it difficult for them to achieve success within the classroom.

  •    Nearly 1 out of every 2 students in public schools lives in poverty.
  •   Children living in poverty come to school with one-­‐fourth the vocabulary of children from wealthier families.
  •    Three out of every 5 teachers in America report that they have children who regularly come to school hungry.
  •   There are more homeless families than at any time since the Great Depression.
  •   If our nation would invest in high-­‐quality education and opportunities for ALL children, we could overcome this inequality.

 Public education is under assault by people that demand that we pursue austerity, polarization, privatization and de-­‐professionalization.

  • They call for cuts to funding for public education and then argue that public education is failing.
  • They fixate on testing rather than enabling educators to teach in a way that is engaging and enriching.
  • They emphasize sanctions instead of support, and shift responsibility onto the backs of teachers.
  • They promote vouchers and charters as alternative “choices” and promote the theory that only a few will succeed.
  • Years of top-­‐down approaches, mass school closures, privatization, and test fixation with sanctions instead of support hasn’t moved the needle in the right direction.

 

Reclaiming the promise of public education

We are at a crucial moment when we must reclaim the promise of public education.

  •   Not what public education is today or what it was in the past, but what public education can be to make sure that all children succeed.

Reclaiming the promise of public education is about:

  • Fighting for neighborhood public schools that are safe and welcoming places for teaching and learning.
  • Ensuring that teachers and school staff are well‐prepared, are supported, have manageable class sizes and have time to collaborate so they can meet the individual needs of every child.
  • Making sure our children have an engaging curriculum that includes art, music and the sciences.
  • Ensuring that children and their families have access to wraparound services to meet their social, emotional and health needs.

This vision may look different community by community. But it has a few common elements.

  •  Reclaiming the promise will bring back the joy of teaching and learning.
  •   It makes our public schools the center of the community and a place where parents want to send their kids, where kids want to learn and where teachers want to teach.

This is our core and it must be the focus of our work going forward.

This is a vision that works.

  • It is a vision of what parents and communities want for their children and the future.
  • This movement will stop those that want to privatize and profit at the expense of our children’s wellbeing.

 Call to action

  We need everyone’s help: educators, parents, students, civic leaders and community members.

  • We need to open eyes to the good things happening in our schools—as well as the challenges.
  • We need to open minds to this vision for great neighborhood public schools.
  • We need to open hearts to joining with us in the effort to ensure all our children get the great education they need and deserve.

None of us can be bystanders. Only by working together can we reclaim the promise of public education.

 

 

 

Sign the Petition!

Join Red River United! 

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We Must Reclaim It!

This is the tale of two visions.

Join us in Reclaiming the Promise.
Proponents of one vision, disguised as reform, hold closed-door meetings to design a plan to shut the public out of public schools by fixating on testing, cutting investments in education, promoting austerity, and using the remaining funds to turn a profit—not to help kids.

Believers in the other vision want parents, educators, school staff, students and community partners to unite to ensure great neighborhood public schools that help each and every child succeed, no matter his or her ZIP code.

Support our vision to Reclaim the Promise of public education for all children.

Reclaiming the promise of public education is about:

*   Fighting for neighborhood public schools that are safe, welcoming places for teaching and learning;
*   Ensuring teachers and school staff are well-prepared, are supported, have manageable class sizes and have time to collaborate so they can meet the individual needs of every child;
*   Making sure our children have an engaging curriculum that focuses on teaching, not testing, and includes art, music and the sciences; and
*   Ensuring children, their families and the community have access to wraparound services to meet their social, emotional and health needs.

Help us Reclaim the Promise.

This is a vision that works. It’s a vision of what parents want for their kids and what communities want for their future. It’s a movement that can stop the privatizers, profiteers and austerity hawks in their tracks. It will help our public schools become centers of communities, give voice to those closest to the classroom, and fulfill public education’s purpose as an anchor of democracy; a gateway to racial, social and economic justice; and a propeller of our economy.

Reclaiming the Promise is not a top-down edict; it’s solution-driven unionism and community-driven reform. And speaking of that, today, we proudly announced the winners of the 2013 AFT Prize for Solution-Driven Unionism. This prize recognizes groups that collaborated to develop programs with concrete results. One winner developed a successful student-learning alternative to high-stakes testing assessments, while another reduced its state’s healthcare costs by $1.6 billion. They are proof that when the community joins forces with those who serve our children and the public every day, we can reclaim the promise.

This is why we are asking you to stand with us and push back on privatization, austerity, mass schools closures, and test fixation, which have not moved the needle in the right direction. It is time we reclaim the promise of public education—not as it is today or as it was in the past, but as it can be—to fulfill our collective obligation to help all children succeed. This will be central to our work in the coming years, and the AFT executive council passed a resolution this week formalizing this as AFT policy.
Stand with us to Reclaim the Promise of public education.

We are at a pivotal moment—a moment we must seize without further detours, distractions and delays.

In unity,
Randi Weingarten
AFT President

P.S. Find out more about Reclaiming the Promise by visiting aft.org/promise.  To read more about the AFT Prize for Solution-Driven Unionism, go to aft.org/about/sdu/

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Look again at Common Core, LFT urges

CommonCoreLogo-color2

(Baton Rouge – October 14, 2013) The state’s highest education board should seriously consider delaying the full, consequential implementation of Common Core State Standards until problems threatening the success of our children and educators are addressed, according to the Louisiana Federation of Teachers.

The Board of Elementary and Secondary Education’s Academic Goals and Instructional Improvement Committee will discuss “the implementation of the Common Core State Standards and accompanying (high stakes tests) in Louisiana, including the technology requirements of school systems and the implications of halting the transition to Common Core State Standards” at its meeting on Tuesday afternoon.

“While the Louisiana Federation of Teachers supports the noble intent of higher standards to prepare children better for a constantly changing world, parents, teachers, and elected officials have all expressed serious concerns,” LFT President Steve Monaghan said. “Quite frankly, the noise is deafening.”

Last July, Monaghan said, the LFT unsuccessfully urged state officials to accept an offer from U.S. Secretary of Education Arne Duncan to waive the imposition of high-stakes Common Core tests for at least a year.

“We believe that the ideas behind Common Core have merit,” Monaghan said, “but like so many other education reforms that have been imposed recently, there has been a failure to prepare and provision our teachers, our children, and communities for the changes.

“It is absolutely morally wrong if we do not try with all of our energies to prepare children for an uncertain future,” Monaghan said. “But, it is equally offensive to damage students and their teachers through a horrible implementation process.”

The state’s pledge to implement Common Core standards went hand-in-hand with a request for a waiver of sections of the federal Elementary and Secondary Education Act (ESEA) that some claimed were overly burdensome, Monaghan said.

“The state’s original waiver application included a promise to establish comprehensive resources for teachers. That included content crosswalk documents, correlation charts to the existing curriculum and a phase-in of the new curriculum. Apparently, that waiver application was amended and the promised support withdrawn. The Louisiana Department of Education scrapped the transition, and passed the burden on to teachers and schools.”

“As a result,” he said, “teachers and local school districts are struggling to beg, borrow or improvise curricula to meet the standards.

“It’s like asking doctors to investigate a new disease, invent a drug and bring it to the market while treating a full patient load,” Monaghan said. “It’s unfair to teachers, students and the schools that will be judged on the success of Common Core testing.

The Federation president outlined a list of concerns that he plans to share with BESE when the committee meets on Tuesday afternoon:

• LFT believes the Department of Education and BESE have done a very poor job of preparing our teachers for Common Core standards.

While states like Kentucky and Arkansas have spent the past few years preparing teachers, students and communities to understand and to meet Common Core standards, Louisiana chased a series of policy misadventures, which included Act 54 of 2010 and Acts 1 and 2 (2012). It was as if key decision makers had forgotten their commitment made to CCSS in 2010.

• LFT believes that the state has shirked its responsibility to prepare local school systems for Common Core standards.

Instead of providing curricula or assisting with the development of curricula aligned with Common Core standards, the LDOE made it clear that teachers and each local school system are on their own in finding and developing curricula that align with the new assessments. Many teachers were directed to Web sites to master a completely new and still incomplete curriculum just days before school opened in August.

At the same time, five years of frozen funds have left school districts hard-pressed to meet regular expenses, let alone find costly new educational programs aligned with Common Core standards.
School infrastructure is woefully inadequate to handle the technological requirements of PARRC tests, which must be taken online by students. Wide swaths of the state lack necessary broadband access. Many schools do not even have enough computers on which students can take the tests. Some, it has been reported don’t even have the necessary electrical capacity.

• LFT believes the state may be setting Louisiana children and Louisiana schools up for failure by imposing rigorous new standards too quickly.

Students are required to tackle many concepts in earlier grades than before Common Core went into effect. As a result, children will be expected to grow two to three grade levels in one school year, and pass tests based on the new standards.

Opponents have charged that the math being taught is confusing and overly complex. Child development experts have challenged the age appropriateness of some of the standards. As mentioned earlier, the noise is deafening.

All PARRC tests must be taken via computer, including computations, even though many students have not been adequately prepared with keyboarding skills.

Louisiana children and schools will be compared to children and schools in other states will a much difference implementation narrative.

• LFT is concerned about the role played by corporate interests in the development and implementation of Common Core standards and testing.

Concerns have been raised about how companies that run testing will store, use and share student data. Educators and parents have raised questions about the appropriateness of learning materials and methods associated with common core standards. They deserve answers. Again, the noise is deafening.

Therefore, the Louisiana Federation of Teachers stands with organizations such as the Louisiana School Board Association, which have urged more transition time, the minimizing of negative consequences associated with the implementation process, and the provision of real support from the Louisiana Department of Education.

The committee is slated to begin its meeting at 2:30 P.M. on Tuesday. However, rules allow it to begin up to one-half hour earlier than scheduled. It may also begin later than scheduled if earlier meetings run over their time limit.

– See more at: http://la.aft.org/press/look-again-common-core-lft-urges#sthash.I8xJ3hmz.dpuf

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RSVP NOW: Local Paraprofessional And School-Related Personnel (PSRP) Conference

PSRPs: Leaders in our Unions, Foundation of our Schools
Reclaiming the Promise of Public Education One Brick at a Time

Saturday, 16 November 2013

9 a.m. – 2 p.m.

RSVP TODAY BY CALLING 318-424-4579 or e-mailing Summer Lollie at slollie@redriverunited.org

Reclaiming the promise of public education will take the helping hand of ALL school employees. PSRPs are our office employees, custodians, maintenance workers, bus drivers, paraprofessionals, food service workers, school nurses and health aides, technicians, groundskeepers, security coordinators, secretaries, bookkeepers, mechanics, special education assistants, and hundreds of other job titles.

PSRPs are “leaders in our unions, foundations of our schools.” This union cannot succeed without the support and leadership of the PSRPs.  PSRPs are educators, working every day to ensure that our children are receiving a quality public education. Whether you are a paraprofessional assisting in a lesson, maintenance making sure our schools are running, food service providing a good and nutritious meal, or an office worker helping students, teachers, and parents, PSRPs are essential to the education of our children.

 

PSRP PROMISE

 

Please RSVP so we know how many people to expect. RSVP TODAY BY CALLING 318-424-4579 or e-mailing Summer Lollie at slollie@redriverunited.org

 

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Money for Caddo!! Show up!

ATTENTION CADDO PARISH: If you really want money in your pocket, you MUST attend the October 15th school board meeting. The board will be voting on money for everyone. (M&S for teachers; one-time supplement for everyone who isn’t a classroom teacher.)

moneyiyplogo

The Caddo Parish School Board holds its regular meeting at 4:30 p.m. on the third Tuesday of every month. The meeting is open to the public. The board meets in its offices at 1961 Midway Avenue, in the Board Room.

 

1. Opening Items
Information

1.01 Invocation – Steve Riall, District 1

Information

1.02 Pledge of Allegiance – Steve Riall, District 1

Action

1.03 Roll Call

2. Minutes
Action, Minutes

2.01 Consideration of Minutes of the September 17, 2013, September 26, 2013, and October 1, 2013 CPSB Meetings

3. Presentations and Recognitions
Information

3.01 Presentations and Recognitions (Mainiero 603-6339)

Information

3.02 Visitors

4. Establish the Agenda
Discussion

4.01 Establish the agenda and the proposed consent agenda

5. Confirm the Consent Agenda
Action (Consent)

5.01 Confirm the Consent Agenda

6. Personnel Transactions Report
Action

6.01 Personnel Recommendations

7. Bids
8. Other Action Items
Action

8.01 General Fund Budget Revisions (Lee 603-6355)

Action

8.02 2014 Group Insurance Renewals (Priest)

Action

8.03 Approval of Resolutions, re: (1) Appreciation for Legislative Action providing Additional Funding for Public Education, and (2) Amend Accountability Bonus Points for Non-Proficient Super Subgroup (Priest)

Action

8.04 Shreveport Job Corps Cooperative Agreement 2013-14 (Flowers 603-6548)

Action

8.05 Request for Termination Appeal in Accordance with CPSB Policy GDPD

8.06 Request for Appeal of Termination
Action

8.07 Proposal for Lease/Purchase of School Buses (Trammel)

Action

8.08 Purchasing – Digital Video Recording Systems for Buses – Graham (318) 603-6480

Action

8.09 Distribution of Additional Revenue from State Supplement (Priest)

Action  $$$$$$$$$$$$$$$$$$$$$$$$$$

8.10 Teacher M and S (Priest)

Action  $$$$$$$$$$$$$$$$$$$$$$$$$$

8.11 Approval of Compensation Guideline Modifications, Rahmberg, Stover & Associates (C White 603-6463)

9. Superintendent’s Report
Information

9.01 Update on Collaborations with RSD

10. Unfinished Business
11. New Business
12. Announcements and Requests
Information

12.01 Board Member Announcements and Requests

13. Executive Session
Action

13.01 Student Readmission Appeal Hearings

14. Adjournment
Action

14.01 Adjournment

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Everything You Ever Wanted to Know About SLTs (But Were Afraid to Ask) – Recorded Live

UStream Video Link

What you need to know about Student Learning Targets (from the Louisiana Federation of Teachers)

Student Learning Targets (SLTs) are a crucial part of a teacher’s COMPASS evaluation. To make sure that your evaluation is an appropriate, accurate and fair representation of your professional abilities, the Louisiana Federation of Teachers offers the following hints for writing your SLTs in collaboration with your principal.

Student Learning Target tips:

  • Set reasonable, realistic targets.
  • Consider including the stipulation that only the scores of students who took both the pre and post assessments will be included in the calculation.
  • You might stipulate that a certain attendance factor will determine if a student remains in the SLT group. Refer to language for attendance requirements for updating students in CVR. The same rules should apply when writing SLTs.
  • Students with high scores on the pre-assessment instrument may not be capable of achieving their targeted growth. Consider excluding those students from your group.
  • SLTs should be written only for the students you teach, based on their specific past performance and pre-assessment data. Do not base them on the performance of the students in the entire school or school district.
  • SLTs are intended to be a comparison of where your students were at the beginning of the year and how much they have progressed during the year, based on your teaching, just as a VAM score is based on the progress of only your students.
  • Share your SLT drafts with your peers for wording and math calculations.
  • Monitor and record student performance throughout the year.
  • At midyear, check to see if you are eligible to make changes to your SLTs.

To understand more about what needs to be included in your Student Learning Targets, check out the SLT cheat sheet here.

A more complete list of tips to survive COMPASS, assist with your classroom observations and Value Added Model evaluations, please click here.

These resources and more are available on the LFT’s Back-to-School resources page – click here for access.

Setting Student Goals (PDF): SettingStudentGoals LDOE

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‘Reclaiming the Promise’ gets backing of AFL-CIO

The AFL-CIO pledged on Sept. 11 to join the AFT, parents, and community and civic leaders to help reclaim the promise of public education by fighting for safe, strong neighborhood public schools to meet the needs of all children.

Delegates to the AFL-CIO convention approved the AFT’s “Reclaiming the Promise of Public Education” resolution unanimously.

Reclaim the Promise video

“It is incredibly important that the AFL-CIO and its affiliates vowed to work with our members, parents, and community and civic leaders on our movement to reclaim the promise of public education. We will fight for safe, strong neighborhood public schools where parents want to send their children, teachers want to teach, and students will have a well-rounded, engaging curriculum,” says AFT President Randi Weingarten.

The resolution reflects the AFT’s prescription for ensuring that all children have the educational opportunities they need and deserve.

“Reclaiming the promise of public education will help make every public school a place where parents want to send their kids, teachers want to teach and children are engaged in a strong, well-rounded curriculum. It makes our public schools the center of the community and fulfills their purpose as an anchor of our democracy and a propeller of our economy,” she says.

Instead of failed strategies such as top-down edicts, mass school closures, privatization, attacks on collective bargaining, and increased testing with sanctions instead of support for teachers, the AFT says reclaiming the promise of public education involves:

  • Fighting for neighborhood public schools that are safe, welcoming places for teaching and learning.
  • Ensuring that teachers and school support staff are well-prepared, are supported, have time to collaborate and have tools, like small class sizes.
  • Enabling teachers to teach an engaging curriculum that includes art and music and the sciences.
  • Ensuring kids have access to wraparound services to meet their emotional, social and health needs.

AFL-CIO President Richard Trumka says, “Every child deserves the promise of an excellent education. The AFL-CIO will join educators, parents, students and community members to reclaim the promise of public education so that today’s students will be well-prepared to help build America and its economy.”

Among those speaking in favor of the resolution was Jorge Ramirez, president of the Chicago Federation of Labor, who spoke about the effect in Chicago of policies that resulted in mass school closings and layoffs of more than 3,800 educators and school employees. The Chicago Board of Education refused to listen to parents, educators, students and the greater Chicago community, he said.

The Rev. Michael Livingston, national policy director of Interfaith Worker Justice, questioned policies that disinvest in public education.

“What kind of future can our nation expect if we allow school administrators and lawmakers to simply give up and outsource our public schools?” he asked.

Cecil Roberts, president of the United Mine Workers of America, used the AFT’s Reconnecting McDowell public-private partnership in McDowell County, W.Va., to illustrate the positive impact on public schools and the community when unions, community members, lawmakers, business and foundations collaborate.

“By working with both traditional and nontraditional partners, Reconnecting McDowell is reclaiming the promise of public education and revitalizing a community. If it can be done in the rural mountains of West Virginia, it can be done anywhere,” Roberts said. (video by Matthew Jones and Brett Sherman)

Read the resolution.

September 11, 2013