Another try

Adams 14 school improvement plan is back — with revisions — for key State Board of Education vote

File photo of students waiting to enter their sixth-grade classroom at Kearney Middle School in Commerce City. (Photo by Craig Walker, The Denver Post)

Officials with the Adams 14 School District in Commerce City will return to the State Board of Education on Thursday with a revised school improvement plan meant to address concerns that the initial proposal wouldn’t do enough.

The board is expected to make a final decision on the plan, which calls for an out-of-state nonprofit group to help improve teaching and make recommendations about possible management changes.

The nearly 8,000-student district is one of several facing state sanctions this year for consistent low performance. For the past several months, the state board has been considering improvement plans drafted by the districts and state officials working collaboratively.

At its meeting last month, the state board asked Commerce City district officials for more clarity around the plan and the role of the nonprofit group, Arizona-based Beyond Textbooks.

State board members encouraged the district to give the nonprofit more management authority, although Beyond Textbooks said that wasn’t how it typically works with districts.

The nonprofit will work with the district at three of Adams 14’s 11 schools the first year, providing teachers a guide to teaching the state standards, helping them track whether students learned the material and training them to help students who don’t get it the first time.

Beyond Textbooks will work with 9th and 10th grade teachers at Adams City High School, which is facing state sanctions of its own for chronic low performance. The school has had six principals in the last six years. Earlier this year, students walked out asking for better leadership and for a voice in the improvement process.

In one new addition to the plan, the district will hire a Beyond Textbooks district liaison and ask the company to provide management recommendations.

The three schools that Beyond Textbooks will work with will have autonomy from some district policies around school day schedules, annual calendars as well as curriculum and district assessments. The company will be asked to make recommendations for those areas and the district liaison, which the district hopes to hire in August, will be in charge of monitoring the work.

District officials report some progress at Adams City High School: After a lengthy process, the district hired a new principal and four of five assistant principals. The new principal, Gabriella Maldonado, has no experience as a principal but has been an assistant principal for several years at Abraham Lincoln High School and most recently at the West Leadership Academy school, both in Denver.

Neither school scores well on Denver’s school rating system. Lincoln’s rate of students who graduate and need remedial education in college is nearly as high as Adams City High School’s.

West Leadership Academy, one of the schools that replaced the now closed West High School, graduated its first class of students in 2016. The school can cite progress: it says 95 percent of students in the graduating class of 2017 were accepted to a post-secondary school.

Maldonado was one of the original applicants for the principal position, but had not been named a finalist among earlier pools of finalists that had been considered.

While the leadership positions are filled at Adams City High School — which was a concern from state officials considering the district’s improvement plan — the district is also experiencing staff turnover including two key district leaders who have resigned this month.

Teresa Hernandez, who worked on the improvement plan as the district’s director of assessment and technology, is leaving the district for a position with the Gilcrest-based Weld County School District RE-1.

Daniel Archuleta, ‎manager of strategy and accountability, is leaving the district at the end of the month to work with the Adams County Youth Initiative and his own consultant company. In a statement he made to the board, Archuleta said he was leaving the district because the district’s priorities have not lined up with his “expertise and skills.”

He left the board with three recommendations: that it create a flexible strategic plan that outlines the district’s goals and how to achieve them,  continue using a system Archuleta created for reviewing schools and tracking their improvement, and create an internal performance evaluation for schools and programs that considers more data than the state.

The system Archuleta referenced for expansion of reviewing schools was created in 2015, when Archuleta started, but has not been widely used recently, Archuleta said.

“A lot of it is just because of the change in administration,” Archuleta said. “There’s a lot to get done. A lot to be done. With the change in priorities, that system just wasn’t as high a priority. But all it requires is a renewed focus. The foundation is there. Everything is there for the district to continue to use and to advance that system.”

An internal performance evaluation of schools and programs, Archuleta said, could easily use existing data from attendance, student behavior, teacher performance or parent surveys to look at schools more broadly than the state does.

“We have all this data,” Archuleta said. “We’re just not using it currently in a holistic, triangulated way.”

Adams 14 superintendent Javier Abrego dismissed many of Achuleta’s concerns, saying that systems for evaluating schools already exist, and that the district’s practice is to map out plans year by year. He said the board will gather at a retreat in July for strategic planning.

Charter Schools

A new study reveals which NYC charter school networks are outperforming their peers

PHOTO: Creative Commons / Leila Hadd
A KIPP school in the Bronx

All charter schools are not created equal. That’s according to a new study published by Stanford University research group CREDO, which shows some New York City charter school networks are better than others at improving their students’ math and reading test scores relative to surrounding traditional public schools.

The results are part of a broader study released this month that analyzed hundreds of charter schools and networks across 26 states to assess which types of charters are most effective in boosting student learning.

Most notably, the study found that charter school management organizations (CMOs), which CREDO defines as agencies that hold and oversee the operation of at least three charters, perform better than both traditional public schools and charters not aligned with CMOs. Academic growth was defined in the study as the change in a student’s scores from one testing period to the next.

Nationwide, students at CMO-operated charters received an equivalent of 17 days of additional schooling in math and reading compared to similar students in traditional public schools. In New York City, those rates were substantially higher, with students receiving the equivalent of 80 extra days of learning in math and 29 days in reading.

In comparison, non-CMO charter schools in New York City saw students grow only an additional 34 days in math and actually decline in reading compared to students at traditional public schools (The non-CMO reading difference was not statistically significant).

Five out of 11 CMOs in the city saw distinctly better results. Success Academy Charter Schools, which recently won the Broad Prize, came out on top, significantly outperforming most other networks in the city. Its students gained the equivalent of 228 days in math and 120 days in reading instruction compared to their peers in nearby traditional public schools.

However, the study only examined 168 students from the large network, a small share of its total enrollment of roughly 14,000 students in New York City. In an email, CREDO’s Lynn Woodworth told Chalkbeat that many Success students were excluded from the study because they couldn’t be matched to similar students in “feeder” district schools since the network takes few students after the initial enrollment period.

Icahn Charter Schools, Achievement First, Uncommon Schools New York City, KIPP New York City and Democracy Prep Public Schools all posted lower rates than Success — but still outperformed nearby district schools and the city’s average for CMOs.

Students at Icahn Charter Schools received the equivalent of 171 additional days of learning in math and 46 days in reading, compared to students at nearby traditional public schools. Achievement First students were close, with 125 extra days of learning in math and 57 in reading. KIPP New York City, Uncommon Schools New York City and Democracy Prep all posted gains equivalent to roughly 100 days in math and 50 days in reading.

Two networks — Lighthouse Academies and Public Preparatory Network, Inc. — performed closer to the city’s CMO average. And the three other CMOs — Ascend Learning, Explore Schools, Inc. and New Visions for Public Schools — performed comparably to nearby traditional public schools.

“At the average, independent charter schools show lower gains for their students than CMOs,” the report found. “Despite the wide range of CMO quality, larger organizations of charter holders have taken advantage of scale to the benefit of their students.”

First Person

I’m on a Community Education Council in Manhattan. Mayor de Blasio, we need to move faster on school integration

PHOTO: Patrick Wall

Mayor de Blasio,

As the mother of a fifth-grade student in a New York City public school and a member of the Community Education Council in Manhattan’s District 2, I thank you for acknowledging that our public school system does not provide equity and excellence for all of our students.

I’m writing to you understanding that the diversity plan the city released this month is a beginning, and that it will take time to integrate our schools. However, the black and Hispanic children of this city do not have decades to wait for us to make change.

I know this firsthand. For the past six years, I have been traveling out of my neighborhood to take my child to one of the city’s few remaining diverse elementary schools, located in Hell’s Kitchen. In looking at middle schools, my criteria for a school were that it matched my child’s academic interests and that it was diverse. Unfortunately, the only middle school that truly encompasses both is a long commute from our home. After commuting by subway for six years, my child wanted a school that was closer to home. I obliged.  

At my child’s middle school orientation, I saw what a segregated school looks like. The incoming class of sixth-graders includes few students of color and does not represent the diversity of our district. This middle school also lacks a diverse teaching staff and administrators. (Had I not sent my child to this school, I would only be fueling the problem, since my child was one of the few children of color admitted to the school.)

These predominately affluent and white schools are creating a new generation of students who will not know how to interact with others that come from different racial, cultural and socioeconomic backgrounds. Integrated schools, on the other hand, will provide opportunities for them to learn and work with students, teachers and school leaders that reflect the diversity of our city and the world we live in.  

There are measures we can take that will have a stronger impact in integrating our schools than what is listed in the diversity plan. I am asking that you come to the table with students, school leadership and parents that are directly affected by school segregation and consider our ideas to create schools that are more equitable for all students.  

In the words of Valerie Castile, whose family received no justice in the death of their son Philando, “The system continues to fail black people.” While she was speaking of the criminal justice system, true reform of that system begins with educating our children — who will be our society’s future police officers, politicians, legislators and judges.

Mayor de Blasio, you have the power to spur change. The students and parents of our great city are asking for your leadership in integrating our schools.

Josephine Ishmon is a member of District 2’s Community Education Council. This is her personal opinion and does not reflect that of the CEC.