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)

transfer talk

This seemingly small change could make it easier for guidance counselors to send students to transfer schools

PHOTO: Christina Veiga
A guidance counselor at Bronx Academy of Letters

New York City is planning to make it easier to refer students to alternative high schools — part of a broader effort to remove obstacles for students seeking admission to them.

The change will affect the city’s 52 transfer schools, which are designed to catch up students who have dropped out, are over-age or behind in credits. Guidance counselors at traditional high schools will be able to electronically recommend up to three transfer school options for students they believe would be better served in different settings.

That change might seem minor, but it is at the center of a wider debate playing out behind the scenes between the city’s education department — which has indicated that transfer schools are being too picky about who they admit — and transfer schools themselves, some of which worry the new policy could lead to an influx of students who have been pushed out of their high schools.

“There’s a significant fear from transfer schools that these will essentially be over-the-counter placements,” said one Manhattan transfer school principal, referring to a process through which the city directly assigns students who arrive after the admissions process is over, often mid-year. “It doesn’t necessarily make for a better fit for a student.”

Unlike most high schools in New York City, transfer schools admit students outside the centrally managed choice process. Instead, they set their own entrance criteria, often requiring that students interview, and meet minimum credit or age requirements. The schools themselves largely determine which students they admit, and accept them at various points during the year.

Some transfer school principals say this intake process is essential to maintaining each school’s culture, which depends on enrolling students who genuinely want to give school another try after dropping out or falling behind elsewhere.

But city officials have quietly scaled back the type of sorting transfer schools can do, banning them from testing students before they’re admitted, for example, or looking at attendance or suspension records. The transfer school superintendent also now has the power to directly place students if they are rejected from three transfer schools.

Given those changes, some transfer school principals are wary of the latest policy, which will allow guidance counselors at traditional schools to electronically “refer” students for up to three specific transfer schools, and requires transfer schools to track their interactions with those students.

The city says the new system will make it easier to find the right match between schools and students. It will “make the transfer high school admissions process easier and more transparent for students and families, while also ensuring better tracking and accountability,” education department spokesman Will Mantell said in a statement.

He noted the city is still working on implementation and the change won’t will happen before spring 2018. (The education department currently doesn’t have a way to track how many students are being recommended to transfer schools versus how many are actually accepted.)

Mantell could not say whether guidance counselors would need a student’s consent before electronically referring the student to a transfer school, and could not point to any specific policies on when it is appropriate for guidance counselors to refer students — though he noted there would be additional training for them.

Ron Smolkin, principal of Independence High School, a transfer school, says he appreciates the change. He worries about students who have fallen behind being told they “don’t qualify” for a transfer school, he said. “That’s why we exist.”

But other principals say it will make it easier for traditional schools to dump students because they are difficult to serve, regardless of whether they are good candidates for a transfer.

“There’s a greater risk of pushouts,” the Manhattan transfer school principal said.

Transfer school principals also worry about the consequences of accepting students who might be less likely to graduate than their current students — a potential effect of the new policy. The federal Every Student Succeeds Act requires high schools to graduate 67 percent of their students; those that don’t will be targeted for improvement.

Some transfer schools have called that an unfair standard since, by design, they take students who have fallen behind. The state has said transfer schools will not automatically face consequences, such as closure, if they fail to meet that benchmark, but it remains to be seen whether that entirely solves the problem.

One transfer school principal said the city’s desire to better monitor the admissions process makes sense, but won’t prevent schools from gaming the system — and is being implemented without adequate input from principals.

“Our voices haven’t been heard in this process,” the principal said, “and there are a lot of reasons to distrust.”

try try again

Why this Bronx middle school believes in second — and third — chances

PHOTO: Christina Veiga
Vincent Gassetto, the principal M.S. 343, hugs a staff member after winning the Teaching Matters prize in July 2017.

Teachers at M.S. 343 in the South Bronx had a problem: Their lessons weren’t sticking.

Students initially would test well on fundamental concepts — such as multi-digit long division or calculating the rate of change. But that knowledge seemed to melt away on follow-up exams just months or even weeks later.

The solution that teachers developed, based on providing constant feedback to students and encouraging regular collaboration among staff, has helped M.S. 343 beat district averages on standardized tests. It has also landed the school a $25,000 prize.

This week, M.S. 343 won the Elizabeth Rohatyn Prize, which is awarded to public schools that foster great teaching. Presented by the nonprofit Teaching Matters, the award money will go toward building a digital platform that students and teachers can use to track their progress from anywhere, at any time.

The work at M.S. 343 starts with determining which skills teachers will emphasize and test throughout the year. Working together, teachers draw on what they already know about which concepts are most likely to trip students up, contribute to success in later grades or appear on standardized tests. A key concept could be understanding ratios in sixth grade or mastering scientific notation by eighth grade.

“It’s all in the teachers’ hands,” said Principal Vincent Gassetto.

Students are regularly tested with “learning targets.” But they’re also given three chances to prove they’ve mastered the skills. Gassetto said the approach is backed by neuroscience, which suggests the best way to learn is to use the knowledge multiple times, instead of cramming for a single test.

“That actually tells the brain: You’re being tested on this, it’s important. And that stores it in a part of the brain that’s easily retrievable,” he said.

Only the highest score will be recorded, which serves a different purpose: boosting students’ confidence in themselves as learners.

“We’re celebrating their progress, not necessarily the end result,” math teacher Lola Dupuy explained in a video the school produced. “It can be very confusing for a student to receive a failing grade and very discouraging for them if they don’t know … what they’re doing wrong and what they need to do to improve it.”

In between tests, each department comes together to analyze students’ answers. They zero in on common misconceptions and come up with a list of questions for students to ask themselves when reviewing their work.

Using the questions as a guide, it’s up to the students to figure out where they went wrong, often by working in groups with peers with varying skill levels.

“Students are more engaged in their work and the outcomes are better because they’re self-reflecting,” Dupuy said.

M.S. 343’s approach also gets at a common knock on testing: The results are rarely used to improve teaching and students often don’t have the opportunity to learn from their mistakes. At M.S. 343, teachers spend entire weeks meeting as a team to go over results and fine-tune their instruction. That time, Gassetto said, is a valuable resource.

“Most of the time, when you give a big assessment,” Gassetto said, “you’re testing, but for what purpose? We don’t do that. If we’re going to ask kids to sit down and take an assessment, we need to look at it and get it back to them right away, so it’s useful.”