up to standards

Aurora Public Schools hopes a new curriculum — plus a new way of thinking — will equal better math students

PHOTO: Yesenia Robles
Lyette Olson teaches her fifth graders a math lesson on place value last week at Peoria Elementary School in Aurora.

Lyette Olson’s fifth-graders have no trouble telling their teacher she is wrong.

On a recent snowy Thursday morning, Olson gave her 23 students at Peoria Elementary a string of numbers to be multiplied and added — and provided what she said was the answer.

Her students caught her errors and told her she was incorrect. But Olson doubled down and insisted she thought she was right, asking them to explain their reasoning.

“Get your arguments ready,” Olson told her students. “You need to prove me wrong.”

Olson’s goals — to teach students that mistakes happen, work needs verification and answers must be justified — is part of a significant change in math instruction in Aurora Public Schools.

Olson is one of 28 APS teachers this year piloting different curriculum materials meant to boost student understanding of math through deeper thinking to meet higher state academic standards. The overhaul in the test classrooms is so far showing positive signs, officials say.

Math usually gives students across the state, including in Aurora, more trouble than reading. When Colorado adopted new academic standards five years ago, the gap between what was being taught in Aurora math classrooms and the new expectations was big.

Science and social studies resources were replaced in the last few years to align to standards, but it was done bits at a time. For reading, Aurora officials worked with their existing materials but added some extra and paid for teacher training. But in math, district officials found going that route wasn’t enough.

When teachers pieced together lessons using different resources, it created gaps. Students moving from one grade to another arrived in classrooms having learned different amounts of the content they’re expected to know, depending on who their teacher was.

Olson said as an example, the new fifth-grade standards asked students to know multiplication of fractions, but the existing curriculum only had about two days’ worth of lessons on multiplying fractions for fifth graders. Teachers had to independently look for more worksheets or lessons and had to vet if they were rigorous enough or if they aligned to the standards.

Now the goal is to free up that time for better use.

“Their time and energy and thinking will go into designing personalized lessons for kids in their class,” said Jim Hogan, a math instructional coordinator. “Resources don’t just magically up scores, but were looking at resource and instruction.”

According to 2015 PARCC test data, 13.7 percent of Aurora fifth graders in 2016 met or exceeded expectations in math, up from 11.2 percent in 2015. Statewide, 34.3 percent of fifth graders met or exceeded math expectations in 2016 up from 30.1 in 2015. Hogan said district officials expect to see the Aurora numbers keep climbing.

Both curriculums that Olson is testing — Bridges and Investigations 3 — have more lessons than she needs, she said.

“It’s better than not having enough,” Olson said. “And we’re all picking from lessons that are aligned.”

Instructional coordinators and district officials are visiting classrooms and tracking test data to see how kids are learning. In February, staff will make a final pick on which curriculum is best and ask the board to approve it.

Along with choosing the books or teaching guides, district staff are working to figure out how to more widely replicate the help they are giving teachers in the pilot.

Training in the pilot also emphasizes building a classroom culture that gets kids invested in math.

During that class last Thursday, the students talked about why place value matters and how to order numbers when solving problems. After practicing a few problems, the class gathered to talk about how it went. One boy raised his hand and independently volunteered that he had made a mistake when lining up numbers. He showed his mistake to the class, something that many students might want to hide.

Olson said the emphasis on culture has made a huge difference. “My planning is very particular to that,” she said. “My students can talk about math. They’re more aware of what they’re doing.”

Olson said she wants to make students comfortable with making mistakes so they don’t quit or think they’re bad at math because they don’t get it right at first.

“Those ideas are not completely gone,” Olson said. “But they’re starting to shift their thinking to this middle ground.”

Besides the summer training, instructional coordinator Kristen Gundel has visited and observed Olson’s class at least five times so far this semester. She uses a rubric designed by the pilot teachers over the summer to look for evidence that students are learning and afterward she talks with Olson about what she saw.

“Do students say a second sentence spontaneously?” Gundel said. “If a kiddo is doing this it suggests they’re thinking mathematically.”

District observers also notice that students in Olson’s class sometimes answer questions without raising their hands. They may at times get loud and excited. Some stand up to stretch their hand higher in the air and can’t wait for the teacher to call on them. It’s a good sign.

“It’s based on a realization that research is clear that mathematics is a language-rich subject,” Hogan said. “Students need rich discussion to learn and it’s a math standard now. There has to be a level of discussion.”

District administrators are asking Olson and other pilot teachers what training or feedback was necessary as they plan similar help for all teachers.

“We will not be successful if we just hope that teachers learn by accident,” Hogan said. “That’s the work starting right now. We’re trying to figure out what do principals need to understand? What do district leaders need to understand?”

pinpoint

New online map puts Aurora school information in one place

A student works at Tollgate Elementary School in Aurora. (Photo by Nic Garcia, Chalkbeat)

Aurora Public Schools has launched a new online map that for the first time creates a central location for parents to find information about a school’s performance, demographics and more — part of an effort to make school choice easier.

“It was to let them know what programs are available at our schools and to allow schools to be able to tell their story better,” said Corey Christiansen, a spokesman for the district.

The map, based on a similar one the district introduced last year to share information about proposed bond projects, did not represent an additional cost to the district because it was created by the communications staff.

When clicking on each school’s icon, a window pops up with information about student demographics, teacher experience, programs offered at the school and a link to a video of the school’s principal talking about the school. Principal videos for four schools are up so far. (There are 64 schools in the district).

The tab that gives viewers information about school performance uses uniform-colored bar charts in soft purple to show the school’s quality rating as given by the state.

But unless parents are familiar with the state’s terminology for different school ratings, what those ratings mean won’t be clear to site visitors. For schools that earn the two lowest performing ratings, a link is provided to the school’s improvement plans.

Screen shot of Aurora’s new interactive map.

“We continue to receive feedback on the interactive map and will make improvements as we can,” Christiansen said. “Linking to (Colorado Department of Education) resources is something we will consider.”

A+ Colorado, a nonprofit advocacy group, has criticized the district in the past for not making school performance data readily available to families. The organization had suggested the district develop its own school rating system to share more data with Aurora families.

“It’s a step in the right direction,” said Van Schoales, executive director of A+ Colorado. “Having gone from zero to this is helpful, but it doesn’t really provide information that most families would understand about, for instance, how many kids know how to read at grade level. They need to provide a lot more information.”

The state ratings will be updated when the new ones are finalized later this fall, but Christiansen said he isn’t sure how fast district staff will be able to update any of the information when new data sets are out.

Superintendent Rico Munn highlighted the webpage at a community meeting last week when asked about how the district shares information with parents, and said it represents “a real opportunity for families.”

searching for leaders

How an Aurora high school in an “innovation zone” took a new approach to hiring a principal

PHOTO: Nicholas Garcia
Lamont Browne listens to immigrant parents share their stories about Aurora Public Schools at a forum in June hosted by Rise Colorado.

When Aurora West College Preparatory Academy student Daniela Varela was helping vet principal candidates over the summer, she was impressed with how Taisiya “Taya” Tselolikhina emphasized the importance of building relationships with students.

On Tuesday, she saw that translate to action, as Tselolikhina introduced herself to students in the cafeteria or helped newcomers figure out their lockers and student ID numbers.

“It’s only the second day of school,” said Varela, a 16-year-old junior. “But she’s really getting involved with all the kids.”

Varela was more than an interested onlooker. She was part of a group of more than two-dozen people who helped pick Tselolikhina in a process made possible by new flexibility Aurora West and four other Aurora schools have as part of the district’s “innovation zone.” The status gives each school more autonomy from district rules and processes, including for hiring.

Although it’s common for students, parents and community members to play a role in selecting a school leader, the extent of this group’s involvement — outlining what candidates must do and questions they must answer during the process — is unusual.

By involving more people, Aurora school district officials hope to instill more confidence in the choice. It’s one way officials can use the flexibility that comes with innovation status to attempt to lift student achievement.

Aurora West, a sixth through 12th grade school with about 1,200 students, adopted a plan for school improvement under innovation status that included plans to change curriculum to better align the middle and high school, improve the development of English language learning, and plans to add social and emotional supports, among other changes.

Although the innovation zone started more than a year ago, a process for replacing a principal hadn’t been created until now, with the model developed for Aurora West.

It was on the last day of the 2016-17 school year that school staff learned they would need a new principal, with the departure of Brian Duwe.

Lamont Browne, the district’s director of autonomous schools, met with school staff and asked how they wanted to be involved, and what characteristics they wanted in a leader.

Feedback from staff and students was used to design questions and vet applications. School staff asked Browne’s office to review all applications and then introduce them to just a few good candidates to put through a series of interviews.

Then almost two dozen volunteers — including students, parents, teachers from each content and every grade level, staff and administrators — spent several hours over the summer working through the process and interviews.

“It was an honor to be included,” said Kandi Cantley, the school bookkeeper who said she had never been a part of a hiring process before. “I loved how the kids were involved, and their parents, and that it wasn’t just a sit-down interview. There were very different aspects to it.”

The process first included separate group interviews with students and parents, administrators, and with teachers. Candidates also had to lead a teacher training session and look at school data — about attendance, behavior or academics — and talk to a group of the committee about how the data should be analyzed and used to plan changes for the school.

But after observing candidates in those various roles, committee members met to talk and decided they wanted to know more. So they talked to district officials about adding another step.

“We met as a committee and we talked about what more information did we want to learn about the candidate that we were interested in,” said Jessica Rodriguez, an assistant principal who was part of the committee. “Together we typed up some questions as well as provided data that we wanted to hear her analyze and talk about.”

In the added step the committee designed, Tselolikhina had to do a mock session coaching a teacher. Browne gave her feedback and the committee members watched how she used it to adjust her coaching. Browne said he always looks for leaders who can use feedback to improve, but was glad that the group developed this way of seeing it in action.

“That’s what I appreciated,” said Tushar Rae, dean of instruction. “You got to see a candidate in several different realms.”

In the end, the committee members didn’t hold a vote, but provided Browne feedback for each of the candidates.

“The beauty of the process is that there were different steps that different people got to see,” Browne said. “At the end of the day I got to hear all the perspectives and take all that into account. Certainly I had a perspective of my own. Fortunately it matched what everyone else suggested.”

Tselolikhina, who had never been a principal before, said she applied for the job to be closer to where policy changes are applied. She previously was the manager of the professional learning center for Denver Public Schools, which plans teacher and staff training.

“The chance to have direct influence over students who deserve better access to equity is such an opportunity,” Tselolikhina said. “Here our actions and the dedication that this team puts in directly influences the lives of students every day.”

Tselolikhina said she used to live in the neighborhood, just eight minutes away from the school. She has goals of improving teacher instruction through data and through better planning, and decreasing student suspensions and expulsions by improving student relationships.

“I believe in her,” said Rodriguez, the assistant principal on the committee.