Colorado

DPS board set to revise Denver Plan, after new members are sworn in

The newly-elected members of Denver’s Board of Education have a long to-do list: closing the achievement gap, negotiating teacher contracts, approving school renewals, setting the  budget.

But no item may be as pressing as revising the Denver Plan, the supposed blueprint for the district’s reform efforts and goals.

The plan, a 68-page document outlining the district’s core beliefs and goals, is widely accepted as inapt and in need of a complete overhaul, several DPS board members and observers said last week.

Denver's board of education is expected to quickly go to work retooling its strategic blueprint known as the Denver Plan. Illustration by Nicholas Garcia.
Denver’s board of education is expected to quickly go to work retooling its strategic blueprint known as the Denver Plan. Illustration by Nicholas Garcia.

Board director Anne Rowe, who has been quietly laying the groundwork throughout the year in anticipation of a fresh start with a new board, said the work on the Denver Plan will begin in earnest immediately.

Three new members, former Lt. Gov. Barbara O’Brien, Mike Johnson and Rosemary Rodriguez, will be sworn in Nov. 22, one day after the current board term ends.

The new members replace Mary Seawall, Jeannie Kaplan and Andrea Merida.

Landri Taylor, who was appointed to the board earlier this year, won a full term in last week’s election as well.

Revisiting the plan, which was first written in 2005 and updated in 2010, has been an item on the board’s agenda since February 2012. It was then that reform-minded education advocacy nonprofit A-Plus Denver, in a letter to DPS’ board, dubbed the framework “poorly established” and said its goals were “disjointed.”

Those goals, spelled out in-depth on the second to the last page of the document include that “all students will graduate from the Denver Public Schools prepared for postsecondary success” and that “the number of high-performing schools as measured by the School Performance Framework will increase.”

An update to the plan has remained unfinished largely based on the inability of the current board to have constructive conversations, Rowe said. She believes the new members, who are expected to establish a 6-1 majority generally unified in support of the current administration’s goals, will be able to engage in a different debate that will yield a plan by June of 2013.

Problems with the plan

Ann
Anne Rowe

Rowe likes to point out there are parts of the plan that are working. But even before she was elected to the school board in 2011, she had her eyes on improving the urban school district’s vision.

“The Denver Plan can become more robust with regards to setting measurable goals,” she said. “We really need to articulate what we’re focusing on. The Denver Plan has a lot in it. But there needs to be some vision, core beliefs, theory of action, high level goals, strategies, and the measurements to show (the community) we’re going in the right direction.”

She hopes a revised plan will be a document district stakeholders — students, parents, teachers, administrators and the community at large— can use to hold the system accountable.

“I think that to provide a great education to kids, you not only have to do it well, but you have to articulate it well,” she said. “We need to have accountability: how do we know we’re going in the right direction. Without a plan going forward, it would be very hard for me to measure any organization whether they’re successful or not.”

The current plan has made it impossible to understand the district’s successes and failures because the across the board goal outlined in the plan — a 3.5 percent annual growth in state assessment scores, graduation rate and growth — is arbitrary, said A-Plus Denver chief Van Schoales.

And, as Schoales pointed out, the district is having a hard time meeting those goals, however unmethodical they are.

“There are too many objectives and it’s not focused,” said Schoales of the cumbersome document. “We believe a strategic plan is crucial for the district to improve.”

Path to the plan

In the nine months leading up to last week’s election, the board contracted the Panasonic Foundation, which specializes in evidence-based accountability in high poverty school districts, to act as a facilitator while it retools the Denver Plan, Rowe said. The board has also hosted several retreats which have centered around two questions: what is a great education, and what should a DPS graduate know and be able to do after graduation, Rowe said.

“The new board will dive in,” Rowe said. “Our intent is to work collaboratively with the district, find best practices, talk to various organizations and, most importantly, reach out to the constituents in our community — both the people who work in our schools and the parents and students who go to our schools. There will be an inclusive discussion around this, because that’s how we’re going to get the best plan.”

Schoales believes the board should have a working draft for public comment by early spring. And while an utilitarian blueprint is paramount, Rowe said the board is not going to rush the process.

“We’ll engage the new board as quickly as possible,” Rowe said. “Coming up with a revised Denver plan that is engaging, that is thoughtful, will take some time.”

But, Rowe believes, the discussions moving forward will be more advanced than the ones in the past.

“We would spend a lot of time discussing whether a school was a charter school or not,” Rowe said. “Opposed to what is happening in a school to create a high level of achievement.”

Kaplan, one of three board members who regularly and publicly criticized the district’s administration and its trajectory, was partnered with Rowe to secure a consultant and lead the conversation among board members.

She dismissed the claim the minority held up the process.

“It’s puzzling to me how the minority could have stopped anything,” she said. “I don’t think we were able to stop anything significant.”

Kaplan said the 6-1 supermajority will be entirely accountable to the success of a new Denver Plan.

“There will be no excuses,” she said.

The lone opposing voice to the broad reform agenda backed by the new, expanding board majority is taking a combative wait-and-see approach.

“They have all power,” said board member Arturo Jimenez, who represents northwest Denver. “They can silence me at meetings if they wish to. They can do whatever they like. It’s really in their court, to either include the voice of northwest Denver or not. I do plan on being more of a watch dog. I do plan on speaking out more.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”