Colorado

Charters at top, bottom of DPS ratings

New charter schools rank at the very top – and the very bottom – of Denver’s latest school report cards released Thursday.

West Denver Prep’s Harvey Park campus, the first replication for the high-scoring charter network, topped the list of all city schools on DPS’ School Performance Framework, which considers achievement and growth on state tests along with factors such as student attendance and parent satisfaction.

The Harvey Park campus achieved 98 percent of possible points on the SPF, the highest score ever, while the original West Denver Prep campus achieved 88 percent – ranking it no. 4 on the schools’ list. Both campuses are in southwest Denver.

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At the other end of the spectrum is Manny Martinez Middle School, an Edison charter school that, like the Harvey Park campus, opened in fall 2009. Both charters are middle schools sharing space in traditional school buildings.

But the similarities appear to end there. Martinez achieved only 5 percent of possible points on the SPF, the lowest score of any school in the three-year history of the ratings.

‘Completely unacceptable’ performance

And while DPS Superintendent Tom Boasberg will highlight the achievement of West Denver Prep in a morning news conference at the Harvey Park campus, he’s taking a stern tone about Martinez.

* DPS this year created a subcategory of Accredited on Watch, called Accredited on Priority Watch, to spotlight the lowest-performing schools in the Watch category. It also better aligns with the state school ratings to be released in December. Of the 61 Watch schools, 22 are on Priority Watch.

Boasberg said DPS is talking with Edison “about what’s needed to see significant improvement” at Martinez, located inside West High School in downtown Denver.

“I think kids in this area need to see a dramatically better option this year,” he said Wednesday. “I think the performance is completely unacceptable.”

Some school board members, including Arturo Jimenez, who represents the area, voiced concerns about using Martinez as the default middle school for students who previously attended nearby Greenlee K-8.

DPS board members voted last November to approve a turnaround plan for Greenlee that removed middle school grades this fall. Those students are given the choice of Martinez or, further away, Dora Moore School.

Click here to see the presentation to the DPS board, including how the SPF is compiled and dollars attached for staff.

Boasberg said DPS has shown its willingness to intervene in low-performing schools, including charters. In the past two years, the district has closed or restructured its five lowest-scoring charters on the SPF – Amandla, Data, Skyline, P.S. 1 and Northeast Academy.

“We have a single accountability framework that treats all schools equally, district-run or charter,” he said. “And we have full capability with both district-run schools and charter schools that are not meeting student needs to intervene as necessary.”

Progress at the bottom

Thursday’s SPF ratings for 132 traditional schools, including charters, and 11 alternative campuses mark the third annual release of the school report cards.

Schools are given one of four possible ratings – Distinguished, Meets Expectations, Accredited on Watch or Accredited on Probation.

Click on graphic to enlarge.

Since 2008, the number and percent of schools given the top rating of Distinguished has increased slightly, from ten schools in the first year to 12 this year.

But the biggest movement has come in the lowest category of Accredited on Probation, also known as the “red” schools.

In 2008, 30 traditional and five alternative schools were given that rating, or 24 percent of all schools. In 2010, that’s dropped to 12 percent or 14 traditional and three alternative schools.

Boasberg credits the focus on closing or reforming the lowest-performing schools, plans that have sparked heated opposition in some communities.

“I think that really shows the turnaround strategies are working,” he said. “We know the turnaround strategies are politically controversial. But we’re seeing in these two years a dramatic reduction in our lowest-performing schools.”

That “is really helping lead to the significant increase in growth that we’re seeing across the district” on state exams, he added.

Results of the Colorado Student Assessment Program released last month show Denver’s overall growth in reading, writing and math is more than double that of the statewide average since 2005.

Interventions, incentives tied to ratings

Of the 14 traditional “red” schools on the 2010 list, seven already are slated for closure or are in the midst of reform work.

Click on graphic to enlarge.

That includes Rishel Middle School, which will end its program after this year, and Montbello High School, the lowest-scoring high school on the SPF, which is slated to receive federal turnaround dollars.

The other seven schools include the new Kunsmiller Creative Arts Academy, which shares a building with West Denver Prep’s Harvey Park campus, and a neighborhood school in the “red” for a third straight year – Oakland Elementary in far northeast Denver.

Boasberg said any “red” schools that haven’t already received a visit from a Colorado Department of Education diagnostic team can expect one.

“The primary purpose of the school performance framework is really to help school communities -teachers and principals and parents – understand where the school is succeeding and also understand where the school needs improvement,” he said.

“And to give the level of information and detail and disaggregation that allows schools to plan how to make sure they’re … maintaining their areas of success and focusing on their areas that need improvement.”

The SPF ratings also are used to determine some performance pay for teachers and principals in DPS. Charter schools do not participate in either the teacher or principal plans, known as ProComp.

Nancy Mitchell can be reached at [email protected]


Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.