Stepping Back

Proposed Aurora budget cuts not as drastic as originally thought

A kindergarten teacher at Kenton Elementary in Aurora helps a student practice saying and writing numbers on a Thursday afternoon in February. (Photo by Yesenia Robles, Chalkbeat)

Aurora Public Schools’ budget situation is not as precarious as previously thought, causing the district to step back from more drastic scenarios such as eliminating full-day kindergarten, cutting sports and clubs, and increasing staff-to-student ratios.

Instead, the district is proposing eliminating late-start Wednesdays to save on transportation, changing the way it gives money to certain schools and reducing health care options for teachers and other employees.

School board members got a preview of the budget package Tuesday night.

One reason for the shift is that Aurora’s budget decline would not be as drastic as initially feared under the most recent school funding proposal at the state legislature.

Superintendent Rico Munn said that the budget decrease will be less than the $31 million previously thought.

Although the legislative budget is looking better for Colorado school districts than it did a few months ago, Aurora is still working to shrink its budget because enrollment projections continue to show a downward trend. In the current school year, the district recorded the largest enrollment decline in decades. Demographic changes in the city mean the decline will continue.

“This wasn’t about budget cutting,” Munn said. “It really had to be about redesigning the budget. It wasn’t going to be good enough to cut here and cut there.”

The transportation department will save more than $1 million from not having to use contractors to help shuttle students on late-start Wednesdays. Having one health care provider for employees instead of two will save the district about $2.3 million.

It appears that one possible move — furlough days — will no longer be necessary.

The district will present a draft of the full budget to the board next month and the board is expected to approve it in June. Tuesday’s presentation highlighted the broader work and did not go into all the details.

Under the proposal, the district’s division of Equity in Learning would shrink its budget by changing what the division gives to schools. The division, created as one of the reforms Munn brought to the district, was due for a review to evaluate if it was working as intended.

The evaluation results were used to guide how cuts were proposed for the division. Instead of providing an array of district-level help for improving schools, the division will narrow the help it offers. Instead of offering district-level teacher training, the division will focus on school-level opportunities.

The district also will keep the college preparation International Baccalaureate program that was considered at one point for cuts. Instead, the district is changing how schools get money to offer the program.

In another example, Munn, who previously worked as an attorney, told the board that after reviewing the school board’s contracts with three schools, he determined the schools had been getting too much money for several years. The schools, called pilot schools, were created with the teacher’s union in 2007 to test reforms and school-level autonomy.

This fall, the schools — William Smith High School, Fulton Academy of Excellence and Lyn Knoll Elementary — will start receiving less money. For future years, the district is creating a task force that will recommend a better way to fund those schools.

“We kind of have to almost have a blank slate and have a conversation around what we need in order to either maintain these programs or have a transparent way of allocating to these programs,” Munn said. “Ultimately the board will have to make a decision whether different program types should be funded with a certain model based upon either performance expectations or program design. What we can’t really have happen is we can’t have it be an unpredictable amount.”

The district also highlighted two new contracts that will help for future changes to the budget. Massachusetts-based School by Design will work with three middle schools to find new ways for the schools to use their existing budgets to make changes that could improve student performance. The three middle schools were part of another pilot that was meant to change middle schools in Aurora.

The group has worked with several school districts across the country and has highlighted its efforts in the Thompson School District in Colorado.

Jeri Crispe, director of secondary education in Thompson, said the group helped schools rearrange schedules to find more joint planning time for teachers as the district prepares to transition to a competency-based learning model, which in some districts allows students to move through through classes and grade levels when they prove they’ve learned what they need to learn, instead of after a specific amount of time.

Crispe said teachers and school leaders were involved in the work with School by Design, and said the district still has a good relationship with the company.

Another consultant, Communities in Schools, will work with the district to find community groups that can provide more resources to Aurora schools to alleviate some need for district resources.

maybe next year

Senate Republicans kill bill that would have taken broad look at public education in Colorado

Students at Vista PEAK Exploratory in Aurora work on a math assignment. (Photo by Nic Garcia)

A Republican-controlled state Senate committee spiked a bill Wednesday that was meant to spark a broad conversation about the future of Colorado’s public schools.

Some lawmakers hoped House Bill 1287 would help sell voters on raising taxes to better fund the state’s schools. But the Senate State, Military and Veterans Affairs committee voted 3-2 along party lines to kill the legislation, which would have created a series of committees to examine the state’s education laws and make recommendations for changing them.

Republicans objected to the bill because they didn’t want to create more bureaucracy, and they thought it was a ploy to raise taxes.

The bill’s demise was a defeat for a group of the state’s most authoritative lawmakers on education policy. It was one of the top legislative priorities for state Reps. Millie Hamner, a Dillon Democrat, and Bob Rankin, a Carbondale Republican. Both serve of the state’s budget committee and rallied lawmakers around the bill.

Rankin called the bill the most important of his legislative career.

“I’m bitterly disappointed, although it was expected,” he said. “I certainly don’t intend to give up. We’ve worked for over three years to move this idea forward. We thought we built a bipartisan coalition that was interested and wanted to help. We thought we were making really good progress.”

Hamner also expressed dismay over the bill’s death.

“To die quietly like that in Senate was really, really surprising and disappointing,” Hamner said. “Do we still have a need to establish a vision for the future of our kids? Yes. Apparently we’re going to have to do that without our Senate majority.”

Last-minute amendments brought by state Sen. Kevin Priola, a Henderson Republican, to address Senate GOP leadership’s concerns could not save the bill.

Supporters of the bill said the legislature needed to step in to help rethink Colorado’s education landscape holistically, not with piecemeal legislation. The state’s laws are outdated and clash with 21st century expectations, they said at Wednesday’s hearing.

“Our current collection of policies and laws have failed to keep pace with changes in expectations of our education system,” said Mark Sass, a Broomfield high school teacher and state director of a teacher fellowship program, Teach Plus. “We need a deliberate and collaborative conversation in our state, as to our vision of education.”

State Sen. Owen Hill, a Republican from Colorado Springs, said he supported the goal of the bill. His name was listed as a sponsor when the bill was first introduced. But he said he eventually concluded the bill was the wrong approach.

“I’m not sure this is the solution to get us there,” he said. “It’s time for us to take a bottom up approach. I get nervous about standing up and staffing and financing another government program.”

After the committee hearing, Sass said Republican lawmakers failed to realize their unique role in Colorado shaping statewide education policy. The state’s constitution gives no authority to the governor, the education commissioner or the State Board of Education to create a strategic plan.

“We need someone to drive this conversation,” he said. “If the legislature won’t, who will?”

Priola said in an interview that he had hoped for more time to lobby Senate leadership and members of the committee. Instead, he said he’d try again next year.

“We live in a state with 178 school districts and thousands of schools,” he said. “There can’t be one way of doing things, but there also can’t be 1,000. There has to be some commonality on what we’re doing and what direction we’re heading.”

Rankin was less committed in trying again next year.

“I want to think about,” he said. “I don’t think this elected, term-limited legislature with the background they come from can develop the kind of leadership needed for this movement.”

The death of House Bill 1287 puts another bipartisan piece of legislation on shaky ground.

House Bill 1340, sponsored by state Reps. Alec Garnett, a Denver Democrat, and Paul Lundeen, a Monument Republican, would create a committee of lawmakers to study and make changes to the way Colorado funds its schools.

The state House of Representatives was expected to hold its final vote on that bill Wednesday morning. But Democratic leadership pushed the vote by a day.

Some Democrats in the House saw the two bills as a package, while Republicans in the Senate saw them as competing. With partisan rancor flaring in the waning days of the session, House Democrats could return the favor and kill the finance study bill.

Rankin, the House Republican, said he hoped his chamber’s leadership would let the finance study bill move forward. He introduced a similar bill two years ago but was unable to get the bill through the legislative process.

“I think it’s a good idea to take a hard look at school finance. Maybe we can get some dialogue going,” he said, adding that he believes lawmakers still need to think about a strategic plan for its schools.

Hamner, the House Democrat, said she also supported the finance study.

“I think their bill will be just fine,” she said. “Unless the Senate decides to kill it in State Affairs.”

Funding & Finance

$32 million is headed to Indiana schools to educate English-learners

PHOTO: Kelly Wilkinson / The Star
A first grader does his work while sitting on a bilingual rug at Enlace Academy, Tuesday, April 14, 2014. The charter school, with 55 percent English-language learners, uses a blended language learning approach.

Indiana schools serving students learning English are getting another budget boost this year.

The state budget, passed last week and awaiting the governor’s final approval, sets aside about $32 million for English-language learners, up from about $20 million in 2015. That will give schools $250 for each English-learner student in 2018 and $300 for each student in 2019 — up from $200 — along with even more funding for schools with higher concentrations. Charter schools will also be included for the first time.

The funding comes as districts across the state continue to see their number of English-learners grow. As Chalkbeat chronicled in our award-winning series, Lost in Translation, two-thirds of Indiana schools have seen an increase in the share of students learning English since 2006. And in Indianapolis, the number of English-learners attending Marion County public school districts has almost tripled since 2001.

For Indianapolis Public Schools, the impact will be significant. Superintendent Lewis Ferebee said the new formula for districts with higher concentrations of English-learners would bring in a little more than $5 million in new state money over the next two years.

Jessica Feeser, who oversees IPS’ programs for English-language learners, said the additional money might go toward adding teaching and staff positions at the newcomer program, a school that serves students who are new to the country and learning English.

“The best news about this is not just the money itself, but the message that it sends to our students and their families,” Feeser said. “That they are extremely important to our lawmakers and to the citizens of Indiana, and that we’re ready to invest in them.”

Under the new budget, all schools would get the $250 or $300 grant for each English-learner. But schools with higher concentrations of students learning a new language would get additional, much larger per-student grants.

For districts and charter schools with between 5 percent and 18 percent English-learners, the state would give an extra $975 in 2018 and $1,037 in 2019 for each student above the 5 percent threshold. For districts and charter schools with more than 18 percent English-learners, the state would dole out an extra $1,225 in 2018 and $1,287 in 2019 for each student above the 5 percent threshold.

This differs from the formula created in 2015, which only gave extra grant money to public school districts with English-learner populations above 25 percent. Charter schools were excluded. At the time, only two districts qualified — Goshen Community Schools and West Noble schools, both in Northeast Indiana.

Here’s how the English-learner population breaks down in Marion County districts:

  • Perry Township: 3,314 students, making up 20.5 percent of the district
  • Indianapolis Public Schools: 4,145 students, 14.4 percent of the district
  • Pike Township: 1,579 students, 13.9 percent of the district
  • Wayne Township: 2,029 students, 12.6 percent of the district
  • Washington Township: 1,431 students, 12.5 percent of the district
  • Lawrence Township: 1,792 students, 11.2 percent of the district
  • Speedway Schools: 191 students, 10.6 percent of the district
  • Warren Township: 853 students, 6.9 percent of the district
  • Decatur Township: 293 students, 4.5 percent of the district
  • Franklin Township: 271 students, 3 percent of the district
  • Beech Grove Schools: 70 students, 2.3 percent of the district