Loving literacy

Two hours of reading club each week is helping students at one school learn to read

PHOTO: Yesenia Robles
Volunteer Cindy Stechmeyer reads with two second graders during reading club at Lumberg Elementary in Edgewater.

Twice a week after school, about 40 elementary students are spread throughout Lumberg Elementary School in Edgewater, in almost every classroom and quiet corner they find.

Volunteers from two local churches pepper the kids with questions and play rhyming games. Among them is Gary Albrecht, in his second year helping out with the after-school reading club.

“I do the characters’ voices and they catch on right away,” Albrecht said. “Then they’re doing the voices too. They just come alive.”

Just the extra two hours of reading per week last year helped kids improve their reading abilities, vocabulary and English fluency, school teachers found. A group of local nonprofits, the Edgewater Collective, highlighted the Lumberg reading club in a report published this week. The group views it as a model that may be replicated at other elementaries in the diverse Jefferson County neighborhoods bordering Denver.

The club includes students of all ages, but focuses on kids in first and second grade with the goal of having more students reading at the appropriate level by third grade.

“Everything flows from that third-grade reading,” said Joel Newton, executive director of the Edgewater Collective. “These students need extra supports.”

Of the approximately 460 students at the school this year, a little more than 40 percent are learning English as a second language and more than 82 percent qualify for free or reduced priced lunch, a measure of poverty.

According to the numbers in this week’s report, 82 percent of the reading club students, most of whom were encouraged to join because they were falling behind, made at least one year’s growth on reading level ability. Some saw two years’ worth of improvement.

Educators say that the difference is clear when looking at individual students who are in the reading club and those who aren’t.

“It’s a big payoff,” said Rhonda Hatch-Rivera, principal of Lumberg.

Teachers say the two hours a week is enough to make a difference because most of their students don’t regularly read at home.

“We know they don’t because you ask kids, ‘Who reads at home with you?’ They say, ‘Nobody,’” said first-grade teacher Suzie Wawra. “Just that extra time with an adult talking to them and showing them that this is not just important to your teacher or your parents, it’s important for you, is wonderful.”

Teachers say many of the parents are working multiple jobs and may not have time or don’t know how to read English.

More students at the school could benefit from the club, but there’s a waitlist and officials won’t admit more students without more volunteers.

“What we’ve found is it’s best to have one-on-one,” said Laurie Lopez, a teacher who helps coordinate the reading club. “We have six tutors this year who have two kids, but any more than that and it really loses effect.”

The one-to-one pairings also help volunteers develop relationships with the students so they can mentor them around other life skills.

When Albrecht’s fourth-grade reading buddy, Christopher, arrived on Thursday in the room that serves as home base for the reading club, he had his report card in hand.

“We’ll go through this in a little bit, but tell me did you do good?” Albrecht asked.

“I did good,” Christopher responded with a grin.

Lumberg Elementary has a grant this year helping the program by letting staff get paid for some of the extra hours spent on the program, by having an employee organizing all after-school clubs and by paying for snacks to get kids through the extra hour of learning.

Officials said that while money isn’t required to run the program, someone does need to invest time into programming. Volunteers go through background checks and a two-hour orientation at the start of the year. Lopez is also planning another training session in December because volunteers are asking for tips on how to help kids more.

School officials say the volunteers are going above and beyond because they get fulfillment out of the program too.

Volunteer Stephanie Briggs, a retired high school teacher, said she is surprised at how much she enjoys working with the young kids.

“It is so refreshing as a volunteer to come into an elementary school,” Briggs said. “It’s very uplifting. It’s much more fun than I expected.”

New role

Principal Donna Taylor retiring from Brooklyn School of Inquiry, moving to DOE

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry

Brooklyn School of Inquiry Principal Donna Taylor announced this week she is stepping down from her position next month.

Taylor, who has been with the Bensonhurst school since it opened in 2009, will take a position with the Department of Education, where she will support principals implementing progressive education and gifted and talented programs — two focuses of BSI. The school, which runs from kindergarten to eighth grade, is one of five gifted and talented schools open to children citywide.

“BSI was created by a team who believes that students need an inquiry-based, arts-infused curriculum, steeped in technology, where everyone is encouraged to think critically,” Taylor said in a statement. “We came together down here in Bensonhurst to grow our practice and build capacity. I am proud of the work I’ve done together with the school’s community to build and grow BSI.”

Her announcement comes the same week that BSI graduated its first cohort of eighth-graders. Moving forward, Taylor is working with other school staff and her superintendent, Karina Constantino, to ensure a smooth transition. A new principal has not yet been named.

BSI is the only citywide gifted school that participates in the city’s Diversity in Admissions program. The admissions pilot allows principals to set aside a percentage of seats for students who are low-income, English learners or meet other criteria. In the case of BSI, the school set aside 40 percent of its available kindergarten seats for low-income students.

While it met that target in its admissions offers this year, it had few open seats because siblings of current BSI students get priority. That meant that only 20 slots were reserved for low-income students.

It will be up to Taylor’s successor, alongside city officials, to decide where to take the pilot program next.

“We have no way of knowing what the new leadership will do or who they will be or what their position will be on the program,” said Sara Mogulescu, the parent of two children currently studying at BSI. “But I know there is a very strong core of commitment to that pilot and to continue to strengthen our community in all kinds of ways, regardless of whether Donna is the principal.”

Despite her many accomplishments, Taylor’s eight years at the helm of BSI were not without controversy. In 2014, Taylor made headlines for a comment she made at an open-house meeting at BSI. She remarked to prospective parents, “If you don’t speak Spanish, you’re going to clean your own house.” Taylor subsequently apologized.

Mogulescu said Taylor had built a solid foundation at BSI, and she and other parents were confident about the school’s future — and Taylor’s.

“As much as we are all sad to see her go,” she said, “I think the parents take solace in the fact that she is going to be spreading her wisdom and experience to other schools.”

planning ahead

Big assignment for group of Colorado education leaders: rethink the state’s education priorities

File photo of student at Marrama Elementary School in northeast Denver. (The Denver Post)

A newly constituted group of educators, lawmakers and state officials led by Lt. Gov. Donna Lynne will be charged with creating a sweeping new strategic plan for education in Colorado.

Democratic Gov. John Hickenlooper signed an executive order this week giving that task to a reconstituted Education Leadership Council, which formed in 2011 but has become inactive.

The new-look council will identify statewide priorities for how to better educate the state’s children so they can contribute to Colorado’s workforce, according to the order.

In an interview Thursday with Chalkbeat, Lynne said she expects the plan to include recommendations for how the governor’s office, relevant state departments, the legislature or others can work toward the state’s goals.

The group will begin meeting in August and will spend its first year setting priorities. It is supposed to give recommendations for possible legislation by 2018 or 2019.

Lynne said various state departments and groups already work on initiatives tied to education, but “we don’t have a place where we weave it all together.”

For example, Lynne said, the group could examine whether certain districts still need help getting access to the internet, whether students are being introduced to STEM careers early enough and whether graduates are prepared for the workforce.

Having a strategic plan and clear goals for what schools should be accomplishing could also give officials a better chance of changing school finance, Lynne said, if the group determines that is needed. Reports routinely rank Colorado near the bottom in per pupil funding among states.

“I think it’s hard when people want to talk about changing school finance or they want to address things like compensation for teachers, if you don’t have the core foundation of what do we want to achieve and how do we get there,” Lynne said.

Bipartisan legislation introduced this spring would have created a group with similar goals, but Republicans killed the so-called “vision” bill. Critics said the bill would have created more state bureaucracy and potentially conflicted with school districts’ strategic plans, and called it a ploy to ultimately ask taxpayers for more money.

Lynne said the group commissioned by the governor — which will have as many as 25 members — will include a diverse group of people representing different interests across the state to ensure local districts have a say in the statewide work. It will include directors from five state departments, a superintendent, a school board member, a teacher and a principal.

The original Education Leadership Council was commissioned in 2011 by a Hickenlooper executive order. Recently the group stopped meeting. Members’ terms had expired, and excitement had decreased after the 2013 defeat of Amendment 66, which would have raised taxes for schools. The council helped push for the measure.

When Lynne succeeded Joe Garcia as lieutenant governor, she said she knew she wanted to revive the group.

Her office started planning to regroup the Education Leadership Council in late 2016 before the legislature considered the same work, but she said she paused while legislators considered their bill. When that effort failed, Lynne said her office got back to organizing the council.

The group, Lynne said, will work under a shorter timeline than the one outlined in the failed bill.

Rep. Bob Rankin, a Carbondale Republican who sponsored the “vision” bill, said the council is the right avenue for this kind of work.

“The legislature is not suited for long-term strategic thinking,” Rankin said. “It’s more about shorter-term action. This is a better way to do it — with our involvement.”

Sponsors of the vision bill, including Rankin, will be part of the leadership council.

Here is a copy of the executive order:



EO Education (Text)