It's a start

Here’s a first look at how Tennessee schools could change under new federal law

PHOTO: TDOE
Education Commissioner Candice McQueen visits a Tennessee school as part of her Classroom Chronicles tour. The commissioner launched another statewide listening tour in May to gather feedback for Tennessee’s plan to transition to the new federal education law known as the Every Student Succeeds Act.

Should schools in Tennessee be held accountable when students miss too much school?

That’s one question that the State Department of Education will float during town hall meetings kicking off this week about its proposed plan for the new federal education law known as the Every Student Succeeds Act, or ESSA. State officials on Tuesday released a preview of the evolving plan, which touches on everything from school turnaround work to teacher preparation to English Language Learners.

Tennessee doesn’t intend to stray far from its five-year strategic plan outlined last year. However, the preview highlights potential changes in how the state measures school quality, provides resources to schools, and addresses low-performing schools. State officials will release the entirety of Tennessee’s first draft by the end of the month.

Town Hall Meetings

  • Knoxville, Dec. 6, 5:30 p.m.
  • Jackson, Dec. 8, 5 p.m
  • Memphis, Dec. 14, 5 p.m.
  • Nashville, Dec. 15, 5 p.m.
  • Chattanooga, TBD

ESSA, which Congress passed last year to replace No Child Left Behind, gives states and local districts more flexibility in how they run schools. But the law also adds provisions such as one that requires states to identify a measurement for school quality that’s unrelated to test scores.

The first draft of Tennessee’s new schools plan was assembled with input from educators during a listening tour last spring, and from groups of advocates, policymakers and educators consulted over the summer and fall. State officials will incorporate further public feedback before submitting Tennessee’s final plan to the U.S. Department of Education next spring for approval.

It’s uncertain how President-elect Donald Trump’s administration will affect states’ plans under ESSA. The new administration will be in charge of interpreting and enforcing the civil rights and accountability law, potentially rendering months of guidance from current U.S. Secretary of Education John King moot.

At the very least, the transition in Washington, D.C., has pushed the deadline for states to submit their plans back by a month to April, and to implement plans back by a year to the 2018-19 school year.

Even so, Tennessee plans to stick to the original deadline and complete its final draft by March, one year after state officials first solicited public feedback on the law.

Here are some proposed changes highlighted in the preview:

Accountability

Tennessee would grade students in part based on chronic absenteeism as part of its new “opportunity to learn” metric, meant to satisfy ESSA’s requirement to evaluate schools with at least one “non-academic” measure. State officials want the new metric to show whether students are able to “grow and thrive” at their school, and might eventually incorporate a range of other data points into it, like school discipline.

Test scores still will figure prominently into how the state evaluates schools, although the preview doesn’t say how much they will count. In addition to achievement scores and growth, the state will grade schools on graduation rates, participation rates on state assessments, and for the first time, progress by English learner students in achieving English proficiency.

All of those factors will be used to assign schools with an A-F letter grade, a requirement of a 2015 state law. Although the letter grades are unrelated to ESSA, state officials are using the planning process to gather feedback on what factors should go into the grades.

“There will be multiple ways to show success, and all schools will have the opportunity to earn an ‘A,’” the preview states.

Low-performing schools

The preview suggests school improvement will become more transparent. ESSA still asks schools to identify its academically lowest 5 percent of schools, and the state would continue to issue a “priority list” of those schools every three years. But under the current draft, local districts would have more say in how to improve their low-performing schools. Currently, the state-run Achievement School District can take control of schools once they slip onto the priority list. The state proposes in coming years to give districts more time to improve schools on their own, and to clearly articulate its expectations and possible interventions for low-performing school according to set benchmarks for test scores and growth.

The state also might provide districts with more resources to improve priority schools through additional funding, as well as competitive grants.

English language learners

ESSA focuses more on English language learners than its predecessor, asking states to report on English proficiency and set clear guidelines for which students should receive English learner services. Beginning next July, Tennessee would use a new screener to determine that. For several years, the state’s English learner students have taken the WIDA assessment to test their language progress. Those scores would be publicly available for the first time under the state’s new plan, and would determine when students are able to graduate from English learner services.

Teacher and student support

Tennessee officials are using ESSA as an opportunity to focus on students’ needs beyond academics. The new U.S. law establishes a federal student support grant that districts can use for programs such as school counselors or school-based mental health services. The state’s plan would make sure that school counselors actually have time to counsel students, versus being tasked with other duties such as administering tests. Districts also would be able to apply for grants for arts, music and foreign language instruction and other enrichment opportunities.

Assessments

Like No Child Left Behind, ESSA requires at least 95 percent of students in grades 3-11 to take end-of-year tests. Tennessee already has pared down the length of its new TNReady assessments and is looking for ways to further winnow down tests for third- and fourth-grade students. The state also is considering subbing out end-of-year tests in 11th grade for the ACT, and is looking for ways to reduce smaller assessments throughout the year for the state’s academic intervention program, called  RTI, or Response to Instruction and Intervention.

early running

Denver school board race opens up as Rosemary Rodriguez announces she won’t seek re-election

PHOTO: Nicholas Garcia
Board member Rosemary Rodriguez speaks at Abraham Lincoln High (Chalkbeat file)

Denver school board member Rosemary Rodriguez said Wednesday that she is not running for re-election, putting her southwest Denver seat up for grabs in what will likely be a contentious school board campaign this fall with control of the board at stake.

Rodriguez told Chalkbeat she is retiring from her job as senior advisor to Democratic U.S. Senator Michael Bennet and plans to sell her home and buy a smaller one that belonged to her grandparents.

That home is not in her school board district, District 2, but in the district represented by board member Lisa Flores. With the exception of at-large members, Denver school board members must live in the districts they represent.

“If it weren’t the case, I would still be running,” Rodriguez said.

During her four-year tenure, Rodriguez worked with community groups and others to spotlight student achievement in southwest Denver, leading to new schools and better transportation.

Former Denver Public Schools teacher and Denver native Angela Cobian announced Wednesday that she is running for the seat. Rodriguez has endorsed Cobian, a political newcomer who works for the nonprofit Leadership for Educational Equity, which helps Teach for America members and alumni get involved in politics and advocacy.

All seven current board members support Denver’s nationally known brand of education reform, which includes a “portfolio” of traditional district-run, charter, magnet and innovation schools.

With four of the the board’s seats up for grabs this November, the campaign presents an opportunity for opponents of those reforms to again try to get a voice on the board.

The field is still very much taking shape. The most competitive race so far involves District 4 in northeast Denver. Incumbent Rachele Espiritu, who was appointed to the seat last year, announced her campaign earlier this month. The board chose Espiritu after its initial pick, MiDian Holmes, withdrew after a child abuse case came to light and she was not forthcoming with all the details.

Also filing paperwork to run in District 4 is Jennifer Bacon, who was a finalist in the process that led to the board picking Espiritu. Auontai “Tay” Anderson, the student body president of Manual High School, declared his candidacy for the northeast Denver seat in April.

Incumbents Mike Johnson and Barbara O’Brien have not yet filed election paperwork with the state. Two candidates have declared for O’Brien’s at-large seat: Julie Banuelos and Jo Ann Fujioka.

equity issues

A report found black students and teachers in Denver face inequities. Can these 11 recommendations make a difference?

PHOTO: RJ Sangosti/Denver Post
A student at Ashley Elementary School in Denver.

Helping African-American families understand their children’s school choices, offering signing bonuses to prospective black teachers and making student discipline data count in school ratings are among the recommendations of a task force that tackled inequities faced by African-American students and educators in Denver.

“Once we were able to get past some of the hurts that people experienced, once we were able to come up with the root causes and understand this process is going to be uncomfortable, we were able to come together in a way to do the work we need to do,” Allen Smith, the associate chief of Denver Public Schools’ Culture, Equity and Leadership Team, said Wednesday at an event to reveal the recommendations and solicit feedback at Bruce Randolph School on the city’s northeast side.

The DPS African-American Equity Task Force, which was comprised of more than 100 members, made 11 recommendations in all. (Read them in full below.) They include directing the district to:

— Design a tool to assist African-American families in understanding which schools best match their students’ needs and interests, and “generate personalized recommendations.”

— Require every school to create an Equity Plan “designed to strengthen relationships between African-Americans and schools” through strategies such as home visits by teachers.

— Ensure curriculum is culturally responsive to African-American students.

— Develop a plan to increase black students’ access to “high value learning opportunities,” including the district’s gifted and talented program, and concurrent enrollment courses.

— Create a human resources task force that would, among other things, ensure African-American job candidates receive equal consideration and once hired, equal pay.

— Incentivize black educators to come to DPS and stay, and create a pipeline program to encourage black students “to return to serve their own communities.”

The recommendations do not include a price tag. Nor have they “been evaluated for legal compliance,” according to the document.

The task force was created in the wake of a critical report documenting the concerns of 70 African-American Denver educators. The educators said black teachers feel isolated and passed-over for promotions. Black students are being left behind academically, the teachers said, in part because of low expectations and harsh discipline by teachers who are not black.

Thirteen percent of the district’s approximately 92,000 students are African-American. Last year, just 4 percent of DPS teachers were black. Seventy-four percent were white.

District statistics show that the percentages of African-American students who are proficient in English and math, as measured by state tests, trail district averages. Only a third of black students graduated college-ready last year, which is lower than white or Latino students.

Meanwhile, more black students are identified as needing special education. And African-American students have the highest suspension rate in the district.

The district has taken some steps to address the inequities. DPS is part of a multi-year campaign along with the mayor’s office and charter school operators to recruit more than 70 teachers of color and 10 school leaders of color to Denver.

Superintendent Tom Boasberg noted at Wednesday’s event that DPS is starting to see results; one-quarter of new principals hired to lead schools next year are African-American, he said.

For the first time this year, the district required its new teachers to take a previously optional three-hour course on culturally responsive teaching in which they were asked to share fears about working with students and families from different backgrounds.

DPS also added a new measure this year to its color-coded school rating system that takes into account how well schools are educating traditionally underserved students. However, the district has since tweaked its “equity indicator” in response to concerns from school leaders, and the task force recommended even more changes. In addition to looking at student test scores, it is calling for including discipline data, as well as teacher hiring, retention and promotion data.

And the district has announced plans to eliminate out-of-school suspensions and expulsions for preschool through third-grade students except in the most serious incidents.

The set of 11 recommendations includes one overarching one: the creation of an African-American Equity Team to ensure the district executes the ideas it adopts.

“A deep thank you for your work and a deep thank you in advance for the work we will be doing together,” Boasberg said.

The recommendations are scheduled to be presented to the Denver school board in June.

Read the full recommendations below.