up close and personal

Northeast Denver charter puts a new spin on teaching and learning

Roots Elementary students hold iPads as they stand in line to go into one of the school's mini-classrooms.

One hundred kindergartners and first-graders scrambled to get their iPads from black metal cases around the lunchroom on a recent morning at Roots Elementary, a new charter school in northeast Denver.

A few stared blankly at the screens, which displayed large letters or symbols showing the children their first learning station of the day. Some swarmed around teachers for help while others figured out their destinations and headed off with little fuss.

The September morning marked a new beginning for students at Roots, which opened its doors in mid-August in the Holly Square neighborhood’s Hope Center. It was the first day that each child was following a personalized schedule, moving to a new station every 15 minutes for much of the day.

Principal Jon Hanover, a former business consultant and kindergarten teacher, said, “It’s literally the first time something like this is happening with elementary school.”

The scene—with 5- and 6-year-olds checking iPads and navigating along colored tape lines to get to their appointed stations—does appear to be a huge departure from the traditional school model. Students no longer have a single teacher, classroom or a standard sequence of lessons.

But Hanover said such a drastic shift is needed in an area that’s not been well served by traditional neighborhood schools.

“When you look at the achievement data of the schools in the region, there’s a crisis at the elementary level,” he said.

The percentage of third-graders reading proficiently at five nearby district schools — Smith, Barrett, Hallett, Columbine and Stedman — ranged from 35 to 47 percent, according to 2014 state tests. All have large populations of low-income students.

Roots, where about 80 percent of students qualify for free or reduced-price meals, won’t have a comparable third-grade achievement data until 2018. Still, when the time comes, Hanover’s goal is that 90 percent of students who’ve been at Roots for at least two years will be proficient or advanced in all subjects.

It will be an immense challenge, he said, but one that can be overcome by teaching “the right objective to the right scholars, at the right time, in the right way.”

For parents like Adam Harmon, who lives a few blocks from the school, Roots is a godsend.

“This is a new school with a revolutionary idea,” he said. “I don’t see the traditional elementary school surviving in 20 years.”

He believes Roots’ personalized approach will allow his 5-year-old son, Sir Adam, to advance unfettered by traditional grade levels.

“Their structure…is blended so you don’t know where kindergarten stops and first grade starts,” he said. “My son is in kindergarten but he just learned to count to 120.”

Differentiation with a twist

On the inaugural day of personalized schedules, 5-year-old Leilani was confused at first. She followed the crowd into The Grove, the large open room where students work independently at stations like the “Writing Center,” the “iPad Center” or the “Flex Center.”

Roots Principal Jon Hanover helps 5-year-old Leilani find her next station.
Roots Principal Jon Hanover helps 5-year-old Leilani find her next station.

Hanover came to the rescue, reminding her that the orange symbol on her iPad corresponded with the orange sashes hanging from the ceiling above the Writing Center. After a couple reminders by a supervising teacher to find her portfolio, she settled in to draw a picture of a house.

A few minutes later, chimes sounded, signaling students throughout the room to move to a new station. Some stayed in the Grove and others followed a blue tape line called “The Trail” to mini-classrooms around the perimeter.

It’s in these spaces, named for the neighborhood’s flora-themed streets, that students will work more directly with teachers. All told, the children will spend about half their academic time in these rooms, but the size of the group and the lessons they’ll focus on will depend on their personal needs.

In the “Birch” mini-classroom, the scene was similar to that in any early elementary classroom—though it was impossible to tell which students were officially kindergarteners and which were first-graders.

During one rotation there, writing and social studies teacher Mackenzie Wagner led 18 students as they practiced tracing then writing their names on paper attached to clipboards. During the next rotation, Hanover, subbing for a teacher who was sick, read the classic book, “Where the Wild Things Are” to a group of 24 students.

Students work independently at stations in this large open room, called "The Grove."
Students work independently at stations in this large open room, called “The Grove.”

Students do have breaks from shuttling between stations. Besides lunch and recess, they have “opening circle” and “closing circle” each day. Staff members called coaches lead these sessions, which focus on social-emotional skills and always include the same group of students.

“It’s very familiar there,” said coach Debbie Van Roy, a former teacher who will follow a cohort of 50 students throughout their Roots career.

In addition to working with children in groups and individually, coaches spearhead communication between home and school.

“We’re constantly in touch with kids’ families,” she said.

Another piece of the puzzle

While Roots may be a school to watch for its re-imagination of instructional delivery, it’s also distinctive for the gap it will fill in the geography of the Holly Square neighborhood.

Its permanent building, set to open next fall, will soon rise a stone’s throw away from its current quarters, on a plot once occupied by the Holly Shopping Center. That building was burned down in 2008 in a gang-related arson.

Roots Elementary's permanent building will go up where these temporary basketball courts are now.
Roots Elementary’s permanent building will go up where these temporary basketball courts are now.

The new school will be nestled among a complex of buildings that includes a Boys & Girls Club, the Hope Center, a library and a city recreation center. It was selected for the spot, which is owned by the Urban Land Conservancy, by a group of community stakeholders.

“This idea of creating a children’s campus…really resonated with everyone around the table,” said Tony Pickett, vice president of master site development at the Urban Land Conservancy.

“Seeing Roots fit into that was a sort of natural evolution.”

That evolution is set to continue in the fall of 2016 with the opening of a new charter middle school, the Near Northeast Community Engagement School, inside the Boys & Girls Club space, Pickett said.

“I think there is a tremendous opportunity to really change the life course of young people in that community,” he said.

While Roots, like any charter, is technically open to students from across Denver and even outside the district, Hanover and his team have put a premium on attracting students from the neighborhood.

“We knocked on every door in Northeast Park Hill at least four times during the enrollment process,” Hanover said.

Pickett noted that Hanover and other school leaders have consistently showed up to community meetings and worked to build relationships with parents.

Those efforts seem to have paid off. About 80 percent of students are from the immediate neighborhood.

National influences

Before Hanover taught kindergarten for two years at Rocky Mountain Prep charter school, he worked at the Broomfield-based Charter School Growth Fund.

roots uniforms

That organization, which gave Roots a $200,000 “Next Generation” grant, funds expansion of high-performing charters across the country and provides start-up grants for promising schools.

Given Hanover’s background, it’s not surprising that Roots is heavily influenced by certain high-profile charter sector practices. Examples include the school’s gray and blue uniforms, the way teachers address students as “scholars” and reminders for children to track the speaker.

But it extends beyond that. For example, the school’s math program, Cognitively Guided Instruction, is drawn from the high-achieving Success Academy charter network in New York City. Summit Public Schools, which operate in California and Washington, was the model for Roots’ “Habits for Success.”—reminders like “I stop, think and make a good choice when I’m upset.”

Finally, the school’s approach to culture, which emphasizes core values like kindness and respect as well as community-building activities, comes from the Brooke Charter Schools in Boston.

Hanover describes the various charter school influences as “taking the best from the best.”

At the same time, he believes working closely with other local youth-serving groups is critical to the school’s success.

“A great elementary education is super important but not enough,” he said. “The only way for us to meet our mission is if we’re really smart in how we’re partnering with other entities in the community.”

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Sayonara, SESIS: New York City to scrap its beleaguered special education data system

PHOTO: Patrick Wall/Chalkbeat

New York City is scrapping a special education data system that has frustrated educators since it launched nearly a decade ago.

The troubles of SESIS, as the city’s Special Education Student Information System is called, are well known. Since its launch in 2011, the system — which required over $130 million to build — cost the city tens of millions of dollars in settlements, at times malfunctioned more than 800,000 times a day, and made it difficult to track whether students with disabilities are getting the services they need.

Education department officials said they have been able to “stabilize” the system in recent years. But they also have concluded that an entirely different system is needed. On Friday, they announced that they would phase SESIS out and replace it with something new — at a cost and on a timeline that is not yet clear.

The announcement comes on the eve of a City Council hearing set for Monday where council members say they will press for more transparency about special education.

“It was originally designed as a document management system,” Lauren Siciliano, the education department’s Deputy Chief Operating Officer, said about SESIS. “Think more of a filing cabinet right now as opposed to being able to follow a student through the process.”

Special education teachers often spent hours navigating a maze of drop-down menus — inputting data such as whether they met with a student and for how long — only to experience error messages that erased their answers.

Megan Moskop, a former special education teacher at M.S. 324 in Washington Heights, said she once encountered 41 error messages in two hours. What’s more, she said, the system didn’t reflect the experiences she had with her students.

“At the end of the day, I would be expected to go in, mark that they are present, mark whether they made progress toward a goal,” Moskop said. “It’s very standardized.”

It is not yet clear how quickly the education department will phase SESIS out. Officials said the city would begin a multistage process of identifying a vendor to create a new system by the end of March, then would ask for more detailed plans by the end of 2019. An official purchasing process would happen after that, Siciliano said, meaning that construction of  a new system will not begin for well over a year. Families and educators would be consulted throughout, officials said.

Linda Chen, the department’s chief academic officer, said a new system would lead to tangible improvements for students with disabilities.

“I do think that if we have clear and reliable visibility into the data it would absolutely allow us to better serve our students,” Chen said.

Flaws with SESIS have made it difficult to know how well the city is serving students with disabilities. Because the system was not set up to communicate with other city databases, city officials have had to manually tabulate data across systems. And the annual reports that show whether students are receiving required services may not be accurate because of the system’s flaws, officials have warned.

The system’s glitches also made the user experience so cumbersome that teachers had to spend time on nights and weekends entering data. An arbitrator eventually ordered the city to pay over $38 million in teacher overtime.

Additionally, the system has sparked legal action. Former Public Advocate Letitia James filed a lawsuit claiming that SESIS was to blame for some children not receiving services as well as lost Medicaid payments. Between 2012 and 2015, according to the IBO, the city collected $373 million less in Medicaid reimbursements than officials projected.

Some advocates said that given SESIS’s troubled history, it makes sense to find alternatives.

“There has to be a strong data system in place,” said Maggie Moroff, a disability policy expert at Advocates for Children, a nonprofit advocacy organization. “We are eager to see a better system to be put in place, but are really worried about that transition period.”

Advocates have also pushed the city to make the data SESIS tracks directly available to parents.

“We will absolutely be looking at that,” Siciliano said.

next steps

Charter schools racing to find new buildings as district ends their leases

PHOTO: Koby Levin
Escuela Avancemos will move to a new building.

At least two Detroit charter schools are racing against the clock to find new buildings for more than 500 students next fall after the city district decided not to renew their leases.

It’s the latest move in an ongoing effort by the Detroit Public Schools Community District to get out of the charter business, and it means another bout of uncertainty for schools that enroll hundreds of children in Detroit.

Leaders of GEE-Edmonson Academy and GEE-White Academy face the daunting challenge of finding new buildings before the start of the next school year. Another school, Escuela Avancemos, already found a new building. More schools, including Rutherford Winans Academy, have leases that expire this year, but their representatives did not return requests for comment on whether their lease was renewed.

Most students at the two schools run by Global Educational Excellence (GEE) walk every day, Superintendent Michael Conran said. If a new building can’t be found in those neighborhoods, the school’s would face new transportation challenges, casting doubt on their ability to maintain their enrollment.

“We were clearly not anticipating that the leases would not be renewed,” Conran said. “That news came pretty late, I believe it was after the New Year. That’s quite a notification to the boards in such a short period of time.”

The challenges for these schools don’t end there. The district could also decline to renew their charters for the GEE schools when they expire in June, potentially forcing them to find new backers as well as new buildings.

More than one charter school has already jumped ship. Escuela Avancemos, a small school in southwest Detroit, will begin the coming year in a new building and with a new authorizer, Central Michigan University. Officials had begun searching for a new building even before they were notified last month that their lease would not be renewed.

“For the protection of our school, we’ve had to take matters into our own hands to guarantee our future,” said Sean Townsin, principal at Escuela Avancemos.

Superintendent Nikolai Vitti made clear soon after he took the helm of the district in 2017 that he believed the district’s resources should be channeled toward its own students, not toward charter schools.

He reiterated that position last year when the district severed its ties with a three-school network of charter schools, forcing it to scramble to find new buildings and a new charter. Parents were forced to choose between an extraordinarily long commute to the new site and making an unwanted switch to another school. Enrollment was cut in half.

Supporters of the move pointed out at the time that those schools had been district schools until they were spun off by state-appointed emergency managers. In a city with lots of school options and few quality schools, they argued, some consolidation is necessary.

Most charters in Detroit are overseen by Michigan’s public universities, but 10 schools are supervised by the Detroit district.

A handful of those schools also rent their school buildings from the district, putting them in a particularly vulnerable position should the district decide that it would rather not support charter schools — its chief competitors for students and state funding.

In a statement about those schools, Chrystal Wilson, a spokeswoman for the district, said the the charter schools could eventually be replaced with district schools.

“Now that we have the leadership to rebuild the district, we need to review and maximize our property assets. This means possibly re-using currently leased schools for new DPSCD schools, replacing older buildings with high repair costs, or adding a school in an area where facility usage and class sizes are high where another traditional public school does not exist. We understand and accept if district charters are leaving for other authorizers.”

No matter the district’s plans, Conran said the Global Educational Excellence schools would continue trying to serve students.

But he asked for transparency from the district and time to plan.

“I’m just simply waiting to hear from DPS any decisions they anticipate making in as timely a manner as we need to make sure we can continue to support these students and their families,” he said.