tick tock

Here are the Colorado schools and districts most likely to face state intervention for poor performance

PHOTO: Nic Garcia

As many as five Colorado school districts and a dozen schools could face state intervention next year for persistent low performance on state tests.

That’s according to preliminary school quality ratings issued by the Colorado Department of Education this month and obtained by Chalkbeat in an open records request.

Schools and districts can appeal the ratings, and some have already said they plan to do so.

When the ratings are finalized this winter, it will mark a significant milestone. For the first time since Colorado’s current school accountability system was created in 2009, the State Board of Education will force districts and schools that have failed to improve for five consecutive years to take action to boost student learning.

The state board has a list of directives it may issue to local school boards. Some are more drastic than others. Among the possibilities: close schools or turn them over to new management, apply for waivers from local and state policies, merge with a nearby high-performing school district, or turn over all or some operations to a third party.

The schools and districts facing sanctions are large and small, urban and rural, district-run and charters. The largest school is Aurora Central High with 2,172 students, most of whom are black or Latino. The smallest school district is Aguilar in southeastern Colorado with 124 students.

Still on the clock |
These districts and schools received a preliminary rating that if unchanged would mean the State Board of Education must take action:
• Westminster Public Schools
• Adams 14 School District
• Aguilar Reorganized
• Montezuma-Cortez
• Julesburg RE-1
• Adams City High
• Aurora Central High
• HOPE Online Learning Academy, elementary and middle schools
• Peakview School
• Aguilar Junior-Senior High
• Bessemer Elementary
• Heroes Middle School
• Risley International Academy of Innovation
• Destinations Career Academy of Innovation
• Franklin Middle School
• Prairie Heights Middle School

The largest school district to face intervention next year will likely be Westminster Public Schools, which serves about 10,000 students northwest of Denver in Adams County. The district has pledged to appeal its preliminary rating. Leaders there plan to point to multiple years of sustained academic growth, especially at schools that were among the first to be flagged by the state for poor test scores.

“This is not a district that has been sitting still for five years,” said Superintendent Pam Swanson. “If we get pushed back down the hill, we’ll just have to start climbing up again.”

The state’s accountability system rates schools and districts annually based on scores from English and math tests, and other factors such as graduation rates.

Schools and districts that fall in the bottom two ratings — turnaround or priority improvement — must improve within five years or face interventions.

The state’s current accountability system was created in 2010 but was put on pause last year due to a change in standardized tests. Now that the state has two years of test data, the state has turned the system, sometimes called the “accountability clock,” back on.

Another school district that plans to press the state for a higher rating is Adams 14 in Commerce City.

Ana Gramajo, left, is the co-director of HOPE Online Action Academy in Aurora. Here she works with a student on reading.
Ana Gramajo, left, is the co-director of HOPE Online Action Academy in Aurora. Here she works with a student on reading.

The district believes results from its own standardized tests will demonstrate enough progress to bump Adams City High, one of the schools that could face sanctions next year, off the academic watch list.

“We own our performance and are accountable for our data,” new Superintendent Javier Abrego said in a statement. “That’s why it’s important to consider the preliminary nature of these data. This is a prime example of why the state has built into its process, the opportunity for local schools to illustrate student performance using local viable and credible test measures.”

Not every school is sure it will ask the state for a higher rating.

“We just received the results late last week and are in the process of evaluating them,” Heather O’Mara, CEO of the HOPE Online Learning Academy charter school, said in a statement. “At this time we have not decided if we will make a request to reconsider.”

Leaders of the charter school will meet with officials from its authorizer, the Douglas County School District, next week to discuss the school’s results.

Schools and districts have until Nov. 7 to ask the state for a higher rating.

Prior to the one-year timeout caused by the change in state tests, eight districts and 30 schools had been on the state’s watch list for five consecutive years.

School districts that jumped off the list in time to avoid meeting with the state board next year include Pueblo City Schools, Sheridan Public Schools and the Ignacio School District. Schools that jumped off the list include four in Denver Public Schools and five rural schools.

One of those rural schools was Kemper Elementary in the Montezuma-Cortez RE 1 school district in southwestern Colorado. While the school showed enough progress to exit the watch list, the district’s preliminary rating indicates the district as a whole might face sanctions.

The 2,782-student rural district also believes that local data will show greater improvement than results from the PARCC exams, especially given the large number of students who skipped the tests in 2016.

“We believe results from the PARCC test are not a fair representation of our student population,” said Superintendent Lori Haukeness, adding that 75 percent of ninth grade students and more than 35 percent of middle school students opted out.

In case the state rejects the district’s request for a higher rating, the district is beginning work on a plan to present to the state board next year.

“Hopefully we’re successful with our appeal,” Haukeness said, “and won’t need to identify a pathway.”

Engaging parents

No more parent-teacher conferences: Why one Colorado school district is going with an online data system instead

Aris Mocada-Orjas, left, and Abel Albarran work on a math problem at Hanson Elementary in Commerce City. (Denver Post file photo)

A school district north of Denver is doing away with the traditional parent-teacher conferences this year, instead urging parents to log in to a website to find out how their children are doing.

The Commerce-City based Adams 14 school district says it made the change in an effort to squeeze in as much instructional time as possible. The 7,500-student district — where almost half the students are English language learners and about 85 percent qualify for subsidized lunches — has long struggled academically and is under a state-ordered improvement plan.

Frustrated parents and teachers, however, said in interviews with Chalkbeat that the new online system is either confusing or incomplete and can’t replace face-to-face interaction.

“Teachers would tell me at conferences what I needed to help my son with, they would tell me how he was behaving and everything they did in class, like what they were studying,” said Carolina Rosales, a mother of two elementary school kids. “The portal might tell me he failed an assignment, but what does that tell me?”

The system the district introduced this year is called Infinite Campus, a commonly used parent portal program in schools. In addition to weekly grades, parents who log in can get information about specific assignments and attendance, district officials said. The site can be accessed on a computer or smartphone.

“What we know is that the information available to a parent through the parent portal is much more robust than what they were able to get through a parent-teacher conference,” said Janelle Asmus, the spokeswoman for Adams 14. “We believe this is going to be better over time.”

Asmus said there are 1,267 accounts for parents on the district’s Infinite Campus system. Officials believe there may be others who are using alternate names that the district can’t track.

District-wide, parents did not receive information about the elimination of conferences and the switch to the online system. Many parents said they found out through word-of-mouth, as they started asking why conferences hadn’t been scheduled.

Asmus said that if parents are concerned about not getting face time, they can still reach out to teachers and ask to meet with them.

Elementary school teacher Jodi Connelly, who is also a union representative at her school, said that she’s had several parents this year asking to talk to her before or after school.

“They want to have that conversation with a teacher, but it doesn’t replace the actual conference,” Connelly said. “My Spanish is OK, but not great, so I have to take time to find someone to have a phone call with me.”

Barb McDowell, president of the teachers union, said teachers are stuck trying to find time on their own to talk with parents, often after hours when they aren’t being paid. Teachers and union leadership want the district to continue parent-teacher conferences, she said.

“All the teachers are really frustrated,” McDowell said. “We want to meet with parents. We send texts. We call. We try to have conversations. But at the same time, teachers know if they start doing it, it’ll just be expected of them.”

The district says it doesn’t have data on how many parents in Adams 14 attended conferences when the district held them. Asmus, however, said many times teachers were spending hours preparing for conferences only to sit waiting for parents who didn’t show.

Connelly said her records show 98 percent of families attended conferences in her classroom last year. McDowell, a teacher at Kearney Middle School, said participation does drop in higher grades. But she stressed the need for conferences, citing an example from a conference she had last year.

One of her students was having issues and hurting herself, and in talking with the student’s parents, Connelly was able to help. This year, the student “is doing great things,” she said.

“It’s powerful when we know there’s communication back and forth,” McDowell said.

The district is rolling out several changes this year as part of their plan to improve its state rating, including new district observations of schools and using a consultant to help train teachers and provide curriculum resources.

Several other metro area districts have used Infinite Campus for years, and still schedule parent-teacher conferences. But using the system is an adjustment for teachers, district officials say, and they wanted to free teachers from another responsibility.

“We aren’t like all the other districts,” Asmus said. “They aren’t in turnaround. They aren’t having to make the changes we’re trying to make in an expeditious manner. People can only take so much change in one year.”

On Aug. 11, before the school year started, the district did designate a “parent-engagement day” where principals could choose activities to better involve parents.

At least one school used the August day to teach parents how to use Infinite Campus. Other schools held a more traditional back-to-school day. The next one is set for Jan. 9.

The district also has been trying to build parent engagement by increasing the number of home visits teachers do each year.

Teachers and experts say those are helpful in building relationships with parents. But because teachers aren’t supposed to talk during home visits about a child’s academics or school behavior, it doesn’t replace the value of a conference, they say.

Across the country, a handful of school districts have tried eliminating parent-teacher conferences. But experts say that even if parent-teacher conferences aren’t the best way to fully engage parents, doing away with them eliminates an important communication point.

“Generally speaking, everyone believes parents need an opportunity to meet with their child’s teacher,” said Steven Sheldon, a research scientist and associate professor at the Johns Hopkins University School of Education. “I personally find this policy decision troubling. I feel like it is creating greater distance between the schools and the families that they’re serving and they’re really putting the onus on parents to get all the information.”

Sheldon said research on parent teacher conferences as a way of engaging parents is limited, but plenty of research exists about online parent portals.

“What researchers have found is people who are using parent portals tend to be the more highly educated or more affluent families,” Sheldon said. “Often times portals can be a greater source of inequities. Families with poor or no access to the internet are cut off from that information.”

The rollout of the Infinite Campus system could create inequity in another way.

This year, the system is only producing report cards in English. The district, under a federal order to better serve students and families who are not native English speakers, let each school create its own cover sheet to send with the report cards giving parents information on how they could request a translator or an explanation of the report card if they needed it.

Asmus said the system will be updated over time so report cards can be produced in other languages.

The language barrier is also one reason some parents want a face-to-face conference with their child’s teacher.

Guadalupe Castro, a mother of a student at Adams City High School, said she has not been able to meet this year with any of her child’s teachers, or with the school principal. She has an account with Infinite Campus, but hasn’t actively used it.

“I don’t understand it,” Castro said. “There’s a language barrier, so for me it’s more comfortable to talk in person. My thought is that it was the only space we really used to find out how our kids were doing. And most of all, for me it was about building that trust with the teacher so that I could collaborate with them and they could get to know me and know that I’m accessible to support them.”

District officials say they are gathering feedback now on the change, but Castro said she wished they had asked parents about it before.

“No one asked me if I agreed with this or not,” she said.

Some improvements

Aurora Public Schools improves enough to dodge state action, mixed results elsewhere in new preliminary state ratings

A social studies teacher gives a class to freshman at Aurora Central High School in April 2017. (Photo by Yesenia Robles, Chalkbeat)

Aurora Public Schools has improved enough to pull itself off the state’s watchlist for persistent low performance, according to preliminary state ratings made public Wednesday.

The district of about 40,000 students was staring at state intervention if it didn’t move the needle enough. Last year marked the first time Colorado schools and districts faced such a fate under the current accountability law, and Aurora would have been the largest district on a state-ordered plan.

The district saved itself by earning a state rating of “improvement,” no longer in the bottom two categories of performance.

“We’re excited about our momentum,” Superintendent Rico Munn said. “We are moving in the right direction.”

Colorado Department of Education

Improvements to Aurora’s state test scores and its high school graduation rate helped move the district’s rating up. Munn credited work in the district helping teachers align their instruction to state standards, and focusing on individual students.

“It’s the culture that says we need to make sure we recognize and identify where our kids are,” Munn said.

No district faces state sanctions for too many consecutive years of low ratings, but a handful of schools might based on the preliminary ratings. Some of the schools are alternative education schools, which won’t get their preliminary ratings until next month.

Schools that may face state intervention if preliminary ratings don’t change

  • Martinez Elementary School, Greeley
  • Manaugh Elementary School, Montezuma-Cortez
  • EDCSD: Colorado Cyber School, Douglas

Last year, five districts and a dozen schools were the first to reach the end of the rope and faced state action in the spring. State officials could have closed schools, turned them over to charters or merged districts. But they used a lighter hand, working with local educators to create improvement plans.

Those districts and schools are now on two- and three-year deadlines to improve or face possible additional consequences.

Their performance in year one, based on Wednesday’s preliminary ratings, was mixed. One district, Julesburg, already improved as much as it needed to under its state plan.

“People are doing the work, and it takes time to do the work,” said Alyssa Pearson, the state education department’s associate commissioner for accountability and performance.

The Commerce City-based school district Adams 14 is already celebrating a step in the right direction toward meeting its improvement goal on time.

Adams 14 moved up one level in rating categories from “turnaround,” the lowest possible rating, to “turnaround on priority improvement.” Ten of its 11 schools saw improved ratings from last year. One school, Kearney Middle School, is now the first in the district with a “performance” rating — the highest rating possible for a school.

“We’re just very happy and motivated,” Superintendent Javier Abrego said.

Kearney’s principal told students at a celebration Wednesday morning that they now have to work even harder and asked students to listen to their teachers.

“You know what’s harder than getting to the top?” Principal Veronica Jeffers asked. “It’s staying there.”

Westminster Public Schools as a district made small improvements, earning 41.5 percent of points this year, up from 40 percent last year. That was not quite enough to move up in ratings, but just a few points away from an improvement rating that is the the district’s goal in its state-ordered plan.

Districts have until Oct. 16 to contest the preliminary ratings. State officials will consider whether the concerns are valid and whether new evidence of performance is convincing before finalizing ratings later this fall.

Some of the requests to reconsider will be based on low test participation. In some cases, the state lowered ratings if not enough students took state tests, reasoning that it was hard to know whether the scores were representative of an entire school. Westminster and Aurora officials already have said they will ask for ratings to be reconsidered because of the participation issue.

Aurora Central High School, a school that ran out of time on the accountability clock last year and is now under a state plan, would have earned enough points to improve its rating from turnaround to priority improvement based on its scores.

But because of low test participation on one key test — just 84.9 percent of sophomores took the PSAT — the preliminary rating was knocked back down to turnaround.

Aurora superintendent Munn said the district likely will ask the state to reconsider that decision.

After the ratings are final, hearings will be scheduled in the spring for the state board to make final determinations on the fate of the low-performing schools.

Schools and districts may provide the state with additional information to boost their ratings before they’re finalized later this year. In previous years, only a few dozen schools would request a rating increase. However, since some schools have seen participation in testing plummet, more schools are asking the state to take a second look.

More than 200 schools and 40 districts requested a higher rating last year.

Chalkbeat’s Nic Garcia contributed information to this report.