From the Statehouse

Colorado in sweet 16 for Race to the Top

Video and audio clips are at the bottom of this story.

Colorado’s bid for $377 million in federal Race to the Top education stimulus funds was strong enough to land it among the 16 finalists, U.S. Secretary of Education Arne Duncan announced Thursday morning.

Duncan said Colorado, Delaware, Washington, D.C., Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina and Tennessee made the finalist cut. Forty states and the District of Columbia applied. Colorado is the only western state selected.

More states were named finalists than many observers had expected. The states named Thursday will be invited to Washington the week of March 15 to make presentations. States that don’t make the cut can apply in a second round later this year.

Education Commissioner Dwight Jones and Lt. Gov. Barbara O'Brien
Education Commissioner Dwight Jones and Lt. Gov. Barbara O'Brien discuss Colorado's selection Thursday as a Race to the Top finalist. Democratic Sens. Suzanne Williams and Bob Bacon are in the background.

Meeting with reporters about an hour after the announcement, Lt. Gov. Barbara O’Brien and Education Commissioner Dwight Jones were understandably upbeat.

“We are absolutely thrilled to be considered one of the top states in the country,” said O’Brien, who helped lead the state’s effort. But, she added, “We’re very aware that all we’ve done so far is make the first cut.”

O’Brien also praised the state’s collaborative approach in developing the application, which has been questioned by some observers.

“We think we’re one of the states that really has the highest likelihood of successfully implementing our plan because of the broad public input process we had. … If what’s right for Colorado ends up being what’s right in the eyes of Washington, it will be a huge win-win.”

Jones, noting that R2T “is a difficult, competitive process,” added, “We know we still have a lot of work to do. I’m very optimistic. … No matter what the outcome of the competition, we still plan to continue with Colorado reforms.”

O’Brien announced that Gov. Bill Ritter has named the members of the Educator Effectiveness Council that will develop a proposal for a new teacher evaluation and tenure system. This is the piece of the state’s R2T plan that has been criticized by some who want a faster pace of reform on this issue. (List of council members.)

“We are committed to streamlining and modernizing our teacher effectiveness system,” O’Brien said. “The idea will be to figure out what we need in rules and state policy” concerning educator evaluation.

She said teacher evaluations and student performance will be tied to compensation, retention, promotion and tenure. “I think we’re going to have a very finely tuned performance management system in our districts.”

O’Brien said state officials hadn’t yet learned how Colorado’s application was scored nor the details of the presentation process in Washington later this month.

“We are cautiously optimistic. Now the hard work of explaining our proposal in detail will begin,” she said.

R2T has been the focus of state policymakers’ attention for months. One lawmaker called it the “golden ticket” for solving the state’s school problems; other officials have tried to subtly downplay expectations.

The competition required states to detail how they would use the money in four broad policy areas:

  • Standards and testing that prepare students for college and work.
  • Data systems that measure student growth and success and help educators improve teaching.
  • Recruitment, development, rewarding and retaining effective teachers and principals, especially in the most challenged schools.
  • Turnaround plans for the lowest-performing schools.

Applicants were graded on a 500-point scoring system by outside judges hired by the U.S. Department of Education. The interviews can move that total score up or down. But the final decisions rest with Duncan.

Colorado education leaders have long felt recent education reforms have positioned the state reasonably well for the competition, except in the area of educator effectiveness.

In contrast to some states, which pushed through new laws on teacher preparation, evaluation and tenure, the Ritter administration as part of the application instead opted to create the Council for Educator Effectiveness that will develop a proposed new educator evaluation system, based at least 50 percent on student performance.

The administration has defended that strategy as a “consensus” approach more likely to create sustainable reforms because of the involvement of a wide spectrum of interests, including teachers unions.

Sen. Michael Johnston, D-Denver
Sen. Michael Johnston, D-Denver

Sen. Michael Johnston, D-Denver, had been working on comprehensive evaluation and tenure reform legislation before Ritter’s plan was announced. He says he still plans to introduce a bill but said Wednesday it might not happen for several weeks.

Much of what Colorado proposes would pay the costs of implementing previously approved but unfunded education reforms such as the Colorado Achievement Plan for Kids. The state proposes to use the $377 million in these ways:

  • Implementation costs – $21.5 million
  • Rollout of and training in new standards and in use of data – $23.8 million
  • Subsidies and incentives for schools to acquire new instructional materials and formative assessments – $18.6 million
  • Review of and partial subsidies for new interim assessments – $8.6 million
  • Improved state data capture of district information and a statewide enrollment system – $24.4 million
  • Other data improvements, including data on educator effectiveness – $52.5 million
  • Colorado Center for Educator Excellence – $5.7 million
  • Office of Educator Effectiveness to help districts – $4.5 million
  • Governor’s Council for Educator Effectiveness – $605,000
  • Rollout of new evaluation systems in districts – $67.8 million
  • Increase the number of Teach for America teachers in Colorado in low-performing schools – $24.5 million
  • Incentive grants for highly effective educators – $2.6 million
  • Grants for high quality teacher preparation programs – $6 million
  • School Leadership Academy – $7.3 million
  • Increased enrollment in Advanced Placement courses – $8.2 million
  • Grants to districts to develop alternative compensation plans – $5.5 million
  • Aid to teachers to gain expertise in high-needs subject areas – $5 million
  • Colorado Turnaround Center – $41.4 million
  • CDE Turnaround Office – $4.8 million
  • Innovation Acceleration Grant Program to develop school turnaround strategies – $6 million
  • Undesignated grants to districts for implementation of various reforms – $37 million

(See this CDE document for details on each proposed spending area.)

The R2T process required formal sign-on by school districts (known as “local education agencies”) if they want to receive funds from the program. Half of total funding is to go to districts. In Colorado, 134 of 178 districts signed on, representing 94 percent of state students, including 94 percent of free and reduced lunch students and 95 percent of minority students.

Lt. Gov. Barbara O'Brien is leading the state's Race to the Top effort.

Leading up to the announcement, state leaders have been measured in their comments about Colorado’s chances. O’Brien has repeatedly said that Colorado will apply for the second round of R2T if necessary and that the plan will provide a blueprint for future education initiatives even if Colorado doesn’t garner any federal money.

While R2T has received most of the attention, it’s only part of the total education funding that state has received, or is eligible for, under other programs of the American Recovery and Reinvestment Act.

For example, some $620 million has been used to shore up the budgets of state colleges and universities and nearly $270 million is available to school districts under various pre-existing federal formulas. The bulk of that money is for Title I and special education programs. (More information from CDE on other education stimulus programs.)

R2T funding, which will be spread out over multiple budget years, also is small in the context of total annual K-12 spending in Colorado, which this year is about $5.7 billion in state and local funds.

Members of the Council for Educator Effectiveness

  • Colorado Department of Education: Nina Lopez, Special Assistant to Education Commissioner
  • Colorado Department of Higher Education: Lorrie Shepard, Dean, School of Education, University of Colorado – Boulder
  • Teachers: Shelly Genereax of Brighton School District 27J, Kerrie Dallman of Jefferson County Public Schools, Amie Baca-Oehlert of Adams District 12, Nikkie Felix of Aurora Public Schools
  • Public School Administrators: Margaret Crespo, Principal of John Evans Middle School in Weld County, Tracy Dorland, Executive Director of Teacher Effectiveness in Denver Public Schools
  • Public School Superintendent: Sandra Smyser, Superintendent of Eagle County Schools
  • School Board Members: Bill Bregar of Pueblo District 70, Jo Ann Baxter of Moffat County
  • Charter Schools: Colin Mullaney, Principal of Cheyenne Mountain Charter in Colorado Springs
  • Public School Parent: Towanna Henderson of Denver Public Schools
  • Student: Shelby Gonzales-Parker of Justice High School in Denver Public Schools
  • At-Large Member: Matt Smith, Vice-President of Engineering, United Launch Alliance

Do your homework


EdNews video of O’Brien and Jones news conference:

Audio of today’s announcement from Colorado officials:

Video of Secretary Duncan’s announcement:

power players

Who’s who in Indiana education: Sen. Dennis Kruse

PHOTO: Shaina Cavazos and Sarah Glen

Find more entries on education power players as they publish here.

Vitals: Republican representing District 14 and parts of Allen and Dekalb counties. So far, has served 13 years in the Senate (current) and 15 years in the House. Kruse began his career as a teacher in 1970, spending five years in the classroom. Once he left education, he became an auctioneer and got involved in real estate.

What he’s known for: Kruse has served as Senate Education Committee chairman for eight years. While he is a less vocal advocate for choice-based education reform measures than his House counterpart, Kruse is a staunch conservative who has pushed — with varying levels of success — for incorporating more religion in public schools.

Career highlights: In 2011, Kruse was the author of Senate Bill 1, a massive bill that established the state’s formal teacher evaluation system. He has also consistently supported bills seeking to improve school discipline, before- and after-school programs and teacher preparation. This year, Kruse has authored bills dealing with school start dates, contracts for district superintendents, school employee background checks and testing.

On religion in schools: Kruse and fellow Sen. Jeff Raatz introduced a resolution this year that, according to the National Center for Science Education, has the “teaching of evolution” as “the specific target of the bill.” Previously, Kruse has put forward other legislation that would encourage the teaching of creationism and the recitation of the Lord’s Prayer at the start of the school day, but none of the bills passed. In 2015, Kruse was also a co-author of the controversial religious freedom bill.

On toeing the party line: Despite his conservative politics, Kruse doesn’t always line up with the will of his party. Republican leaders this year are calling for making the state superintendent an appointed, rather than elected, position, but Kruse won’t back the switch. Instead, Kruse has said he believes in elections and that people should get to make choices about their representation.

For that reason, some have speculated that’s why the senate’s version of the bill bypassed his education committee and instead was heard through the elections committee.

Who supports him: Kruse has received campaign contributions from Hoosiers for Quality Education, an advocacy group that supports school choice, charter schools and vouchers; K12, one of the largest online school providers in the country; and Education Networks of America, a private education technology company.

Legislative highlights via Chalkbeat:

Bills in past years: 2011, 2012, 2013, 2014, 2015, 2016, 2017

Also check out our list of bills to watch this year.

seesaw

Tennessee required more recess, but teachers now say it’s too much

PHOTO: Jon Zlock, LEAD Public Schools
Nashville students play during recess at a charter school operated by LEAD Public Schools.

For years, Jamie Petty’s sixth-grade students didn’t have recess — a problem, he thought, since research shows that recess keeps children healthy and focused.

Then Tennessee’s legislature passed a requirement last year that students through the sixth grade get a minimum of two 20-minute periods of non-structured physical activity at least four days a week.

Now play time is overtaking valuable class time, says Petty, a world history teacher at Normal Park Magnet Middle School in Chattanooga. He said one daily period of recess should suffice.

“Physical activity is so important for the kids, and we definitely want that,” he said. “But at the same time, we have to protect instructional time, too.”

Lawmakers have heard similar concerns from educators across Tennessee since the school year started.

“We passed a bill, and it was a fiasco,” said Rep. Bill Dunn.

The Knoxville Republican wants to rein in recess in Tennessee schools. On Wednesday, his bill to do so was approved by a House education subcommittee. Instead of daily mandates of three 15-minute periods for kindergarten and two 20-minute periods for grades 2-6, the bill would institute weekly requirements of 130 minutes of physical activity for elementary schools and 90 minutes for middle and high schools.

Lawmakers hope the change will give schools more flexibility to fit recess into their schedules.

Dunn’s bill also would allow recess to include “structured play.” Last year’s legislation said students must have “non-structured” play, meaning teachers can’t organize sports or games.

Teachers argue that both kinds of play have value.

Kennisha Cann, a literacy coach with Hamilton County Schools, occasionally leads students in games to get the wiggles out. “Kids need to learn how to follow directions, take turns, how to socialize with other children,” she said.

Either way, many educators are happy that the legislature is recognizing the importance of recess.

“Standards are so much harder now,” said Pat Goldsmith, a school psychologist at Chattanooga’s Red Bank Elementary Schools. “Students really need that break.”