First Person

This week's teaching & learning tidbits

DPS hears 11 new school proposals

Proposals for what would be Denver Public Schools’ first all-boys schools were among the 11 presentations made Wednesday night to school board members under the district’s “call for quality schools” process. Read more in Education News Colorado.

Pueblo schools find more in reserve

PUEBLO – The Pueblo school district’s board of education learned Tuesday that the district will end up with more money in its reserves because of unanticipated changes in general fund revenue. Read more in the Pueblo Chieftain.

school busBrighton, Adams County districts debating bus fees

DENVER – Two more Denver metro-area school districts are debating whether to create and or raise bus fees to help offset budget cuts. Watch the 7NEWS report.

Boulder Valley educators learn inclusion strategies

The research from classroom observations that California inclusion expert Richard Villa presented was sobering. Clear learning objectives were few, worksheets were a staple and higher-level learning was sparse. But, he said, the job of today’s teacher is to provide a quality classroom experience for students with a wide range of needs and backgrounds. Read more in the Daily Camera.

Sixth- and ninth-grade academies jump start student success

DENVER – Thousands of Denver students are getting a head start on middle and high school this summer through the Denver Public Schools Sixth Grade Academy and Ninth Grade Academy programs.

The programs combine learning, leadership development and team-building activities to give students the confidence to achieve academic success throughout their middle and high school years.

High school students having an examThis is the fifth year that incoming ninth-graders across the city have had the chance to spend a couple of weeks over the summer on campus, getting acclimated to a new school environment and taking part in academic and school-readiness classes.  Early results – based on approximately 4,500 students attending Ninth Grade Academy over the past four years – have shown that participation in the program improves students’ future attendance and overall performance.

Based on the program’s success, DPS extended the summer-academy program two years ago to include incoming sixth-graders for the summer.

To register for Ninth Grade Academy, parents may e-mail or leave a message at (720) 424-8277. Parents must provide the student’s name, student ID, address, phone number and the school he/she will be attending for the 2011-2012 school year.

To register for Sixth Grade Academy, parents must call the school their child will attend for the 2011-2012 school year. Transportation is provided for students who live beyond the walk zone.

Pilot programs help DPS fine-tune teacher-evaluation system

Feedback provided by teachers in 16 pilot programs is helping Denver Public Schools retool its new teacher performance framework as it prepares to try it at more schools.

“We’re very happy to see overwhelming support for the system,” said DPS superintendent Tom Boasberg. “We look forward to even more constructive feedback.” Read more in the Denver Post.

Virtual learning could eliminate school snow days

Could the Internet mean the end of snow days? Some schools think so, and they are experimenting with ways for students to do lessons online during bad weather, potentially allowing classes to go on during even the worst blizzard. Read more in the Daily Camera.

Boulder-area schools intrigued by virtual snow day idea

School districts and universities across the country are replacing snow angels and hot cocoa with online algebra and English during snow days and other school cancellations. Read more in the Daily Camera.

Some teacher jobs uncertain in Far Northeast Denver

One in five teachers in schools affected by the dramatic turnaround underway in Far Northeast Denver are without district jobs for the coming school year. Read more in Education News Colorado.

Hall Passages: A year inside Missoula’s schools

The best way to get to know Missoula’s schools is not by showing up to school board meetings or reporting on the latest round of teacher negotiations, or even talking to the people who run the schools themselves.

The best way, it turns out, is to walk through the school doors and witness what happens inside the classroom walls, where teachers and students engage with each other 180 days out of the year.

That was the philosophy behind the Missoulian’s yearlong series “Hall Passages,” where the newspaper visited 28 separate schools and school districts throughout the year, from schools ranging in population from one to 1,300. Read more in this in-depth series in the Missoulian.

Standards mean more math for youngest students

STERLING  – After much discussion, revised preschool through 12th grade math frameworks were approved by the RE-1 District Accountability Advisory Committee (DAAC) at a special meeting on Wednesday. Read more in the Sterling Journal-Advocate.

Denver schools train teachers for diverse classrooms

In its first two years, an innovative “teacher residency” program has placed 55 teachers with special training in hard-to-staff Denver classrooms. All the teachers are trained to teach children for whom English isn’t their first language. Read more in the Denver Post.

Douglas County voters support teacher pay-for-performance

CASTLE ROCK – A new poll released by the Douglas County School District on Friday shows that 62 percent of voters in Douglas County support initiatives that tie a teacher’s performance to their pay.

The poll, commissioned by RBC, shows even more voters support the work DCSD teachers are doing in the classroom (73 percent) and agree with providing higher salaries for great teachers (66 percent).

Based on those results, it is clear Douglas County voters support the work currently being done by DCSD. The district unveiled its strategic plan in March, which included a pay-for-performance and an assessment system for educators. The goal of these programs is to provide professional and competitive salaries for DCSD teachers, in an effort to celebrate and retain those who are doing a great job, while also encouraging the recruitment of new, innovative educators.

Dougco Superintendent Liz Fagen is planning on recommending a bond election and mill levy override to support the pay-for-performance program, as well as other initiatives.

Several scenarios are being considered for the election, all of which would cost an average homeowner $7.60 a month.


First Person

I’m a principal who thinks personalized learning shouldn’t be a debate.

PHOTO: Lisa Epstein
Lisa Epstein, principal of Richard H. Lee Elementary, supports personalized learning

This is the first in what we hope will be a tradition of thoughtful opinion pieces—of all viewpoints—published by Chalkbeat Chicago. Have an idea? Send it to

As personalized learning takes hold throughout the city, Chicago teachers are wondering why a term so appealing has drawn so much criticism.

Until a few years ago, the school that I lead, Richard H. Lee Elementary on the Southwest Side, was on a path toward failing far too many of our students. We crafted curriculum and identified interventions to address gaps in achievement and the shifting sands of accountability. Our teachers were hardworking and committed. But our work seemed woefully disconnected from the demands we knew our students would face once they made the leap to postsecondary education.

We worried that our students were ill-equipped for today’s world of work and tomorrow’s jobs. Yet, we taught using the same model through which we’d been taught: textbook-based direct instruction.

How could we expect our learners to apply new knowledge to evolving facts, without creating opportunities for exploration? Where would they learn to chart their own paths, if we didn’t allow for agency at school? Why should our students engage with content that was disconnected from their experiences, values, and community?

We’ve read articles about a debate over personalized learning centered on Silicon Valley’s “takeover” of our schools. We hear that Trojan Horse technologies are coming for our jobs. But in our school, personalized learning has meant developing lessons informed by the cultural heritage and interests of our students. It has meant providing opportunities to pursue independent projects, and differentiating curriculum, instruction, and assessment to enable our students to progress at their own pace. It has reflected a paradigm shift that is bottom-up and teacher led.

And in a move that might have once seemed incomprehensible, it has meant getting rid of textbooks altogether. We’re not alone.

We are among hundreds of Chicago educators who would welcome critics to visit one of the 120 city schools implementing new models for learning – with and without technology. Because, as it turns out, Chicago is fast becoming a hub for personalized learning. And, it is no coincidence that our academic growth rates are also among the highest in the nation.

Before personalized learning, we designed our classrooms around the educator. Decisions were made based on how educators preferred to teach, where they wanted students to sit, and what subjects they wanted to cover.

Personalized learning looks different in every classroom, but the common thread is that we now make decisions looking at the student. We ask them how they learn best and what subjects strike their passions. We use small group instruction and individual coaching sessions to provide each student with lesson plans tailored to their needs and strengths. We’re reimagining how we use physical space, and the layout of our classrooms. We worry less about students talking with their friends; instead, we ask whether collaboration and socialization will help them learn.

Our emphasis on growth shows in the way students approach each school day. I have, for example, developed a mentorship relationship with one of our middle school students who, despite being diligent and bright, always ended the year with average grades. Last year, when she entered our personalized learning program for eighth grade, I saw her outlook change. She was determined to finish the year with all As.

More than that, she was determined to show that she could master anything her teachers put in front of her. She started coming to me with graded assignments. We’d talk about where she could improve and what skills she should focus on. She was pragmatic about challenges and so proud of her successes. At the end of the year she finished with straight As—and she still wanted more. She wanted to get A-pluses next year. Her outlook had changed from one of complacence to one oriented towards growth.

Rather than undermining the potential of great teachers, personalized learning is creating opportunities for collaboration as teachers band together to leverage team-teaching and capitalize on their strengths and passions. For some classrooms, this means offering units and lessons based on the interests and backgrounds of the class. For a couple of classrooms, it meant literally knocking down walls to combine classes from multiple grade-levels into a single room that offers each student maximum choice over how they learn. For every classroom, it means allowing students to work at their own pace, because teaching to the middle will always fail to push some while leaving others behind.

For many teachers, this change sounded daunting at first. For years, I watched one of my teachers – a woman who thrives off of structure and runs a tight ship – become less and less engaged in her profession. By the time we made the switch to personalized learning, I thought she might be done. We were both worried about whether she would be able to adjust to the flexibility of the new model. But she devised a way to maintain order in her classroom while still providing autonomy. She’s found that trusting students with the responsibility to be engaged and efficient is both more effective and far more rewarding than trying to force them into their roles. She now says that she would never go back to the traditional classroom structure, and has rediscovered her love for teaching. The difference is night and day.

The biggest change, though, is in the relationships between students and teachers. Gone is the traditional, authority-to-subordinate dynamic; instead, students see their teachers as mentors with whom they have a unique and individual connection, separate from the rest of the class. Students are actively involved in designing their learning plans, and are constantly challenged to articulate the skills they want to build and the steps that they must take to get there. They look up to their teachers, they respect their teachers, and, perhaps most important, they know their teachers respect them.

Along the way, we’ve found that students respond favorably when adults treat them as individuals. When teachers make important decisions for them, they see learning as a passive exercise. But, when you make it clear that their needs and opinions will shape each school day, they become invested in the outcome.

As our students take ownership over their learning, they earn autonomy, which means they know their teachers trust them. They see growth as the goal, so they no longer finish assignments just to be done; they finish assignments to get better. And it shows in their attendance rates – and test scores.

Lisa Epstein is the principal of Richard H. Lee Elementary School, a public school in Chicago’s West Lawn neighborhood serving 860 students from pre-kindergarten through eighth grade.

Editor’s note: This story has been updated to reflect that Richard H. Lee Elementary School serves 860 students, not 760 students.

First Person

I’ve spent years studying the link between SHSAT scores and student success. The test doesn’t tell you as much as you might think.

PHOTO: Photo by Robert Nickelsberg/Getty Images

Proponents of New York City’s specialized high school exam, the test the mayor wants to scrap in favor of a new admissions system, defend it as meritocratic. Opponents contend that when used without consideration of school grades or other factors, it’s an inappropriate metric.

One thing that’s been clear for decades about the exam, now used to admit students to eight top high schools, is that it matters a great deal.

Students admitted may not only receive a superior education, but also access to elite colleges and eventually to better employment. That system has also led to an under-representation of Hispanic students, black students, and girls.

As a doctoral student at The Graduate Center of the City University of New York in 2015, and in the years after I received my Ph.D., I have tried to understand how meritocratic the process really is.

First, that requires defining merit. Only New York City defines it as the score on a single test — other cities’ selective high schools use multiple measures, as do top colleges. There are certainly other potential criteria, such as artistic achievement or citizenship.

However, when merit is defined as achievement in school, the question of whether the test is meritocratic is an empirical question that can be answered with data.

To do that, I used SHSAT scores for nearly 28,000 students and school grades for all public school students in the city. (To be clear, the city changed the SHSAT itself somewhat last year; my analysis used scores on the earlier version.)

My analysis makes clear that the SHSAT does measure an ability that contributes to some extent to success in high school. Specifically, a SHSAT score predicts 20 percent of the variability in freshman grade-point average among all public school students who took the exam. Students with extremely high SHSAT scores (greater than 650) generally also had high grades when they reached a specialized school.

However, for the vast majority of students who were admitted with lower SHSAT scores, from 486 to 600, freshman grade point averages ranged widely — from around 50 to 100. That indicates that the SHSAT was a very imprecise predictor of future success for students who scored near the cutoffs.

Course grades earned in the seventh grade, in contrast, predicted 44 percent of the variability in freshman year grades, making it a far better admissions criterion than SHSAT score, at least for students near the score cutoffs.

It’s not surprising that a standardized test does not predict as well as past school performance. The SHSAT represents a two and a half hour sample of a limited range of skills and knowledge. In contrast, middle-school grades reflect a full year of student performance across the full range of academic subjects.

Furthermore, an exam which relies almost exclusively on one method of assessment, multiple choice questions, may fail to measure abilities that are revealed by the variety of assessment methods that go into course grades. Additionally, middle school grades may capture something important that the SHSAT fails to capture: long-term motivation.

Based on his current plan, Mayor de Blasio seems to be pointed in the right direction. His focus on middle school grades and the Discovery Program, which admits students with scores below the cutoff, is well supported by the data.

In the cohort I looked at, five of the eight schools admitted some students with scores below the cutoff. The sample sizes were too small at four of them to make meaningful comparisons with regularly admitted students. But at Brooklyn Technical High School, the performance of the 35 Discovery Program students was equal to that of other students. Freshman year grade point averages for the two groups were essentially identical: 86.6 versus 86.7.

My research leads me to believe that it might be reasonable to admit a certain percentage of the students with extremely high SHSAT scores — over 600, where the exam is a good predictor —and admit the remainder using a combined index of seventh grade GPA and SHSAT scores.

When I used that formula to simulate admissions, diversity increased, somewhat. An additional 40 black students, 209 Hispanic students, and 205 white students would have been admitted, as well as an additional 716 girls. It’s worth pointing out that in my simulation, Asian students would still constitute the largest segment of students (49 percent) and would be admitted in numbers far exceeding their proportion of applicants.

Because middle school grades are better than test scores at predicting high school achievement, their use in the admissions process should not in any way dilute the quality of the admitted class, and could not be seen as discriminating against Asian students.

The success of the Discovery students should allay some of the concerns about the ability of students with SHSAT scores below the cutoffs. There is no guarantee that similar results would be achieved in an expanded Discovery Program. But this finding certainly warrants larger-scale trials.

With consideration of additional criteria, it may be possible to select a group of students who will be more representative of the community the school system serves — and the pool of students who apply — without sacrificing the quality for which New York City’s specialized high schools are so justifiably famous.

Jon Taylor is a research analyst at Hunter College analyzing student success and retention.