State accountability

Adams 14 will retain low rating, setting district up for state sanctions

PHOTO: Denver Post file photo
Music teacher, Kristin Lewis, works with her 5th grade students in 2011 at Monaco Elementary School in the Adams 14 district.

State education department officials have rejected Adams County School District 14’s attempt to avoid state sanctions for continued poor academic performance, citing a lack of evidence showing improvement.

Colorado Department of Education officials will present final district performance ratings to the State Board of Education on Thursday. Districts received preliminary ratings in October and were given a chance to ask the state to reconsider the rating by presenting different evidence.

But according to a letter sent to Adams 14 that the district provided to Chalkbeat, state officials found the request was not strong enough to earn a higher rating, as the district requested.

“The data across grade levels and content areas did not present a compelling case of performance that warrants a higher accreditation rating,” department officials wrote this week.

The district’s rating will remain accredited with turnaround plan — the lowest of the five possible ratings.

The decision is a significant blow for Adams 14 because the district is one of five in the state that are facing state sanctions for earning low ratings on the state’s evaluations for five years. The state has a small number of options to deal with the low-performing districts, including closing schools, merging districts or turning over management to a third party.

Adams 14 officials have said they are working on drafting an innovation plan requesting waivers and flexibilities from the state to try new approaches to improving student achievement. If the state approves an innovation plan, that could serve as it sanction — giving Adams 14 more time to show signs of improvement before more drastic steps.

Superintendent Javier Abrego, who took the top job in the 7,500-student district this summer, said the district is disappointed but respects the decision. The district will not pursue an appeal, a district spokeswoman said.

“We’ve seen pockets of improvement around the district, but it’s simply not enough,” Abrego said in a statement to Chalkbeat. “That’s why my instructional team has taken a deeper dive into the state test data as well as other instructional data and we’re working with principals and teachers to strengthen the alignment of instruction to the Colorado Academic Standards. We’re also re-evaluating the support and training provided to educators to make sure it’s targeted to improve instruction.”

The Adams 14 request asking for a higher performance rating asked state officials to remove a set of 2015 test data for students who are learning English as a second language, saying it did not reflect recent changes to instruction for those students.

State officials responded that they did remove that set of data, but it didn’t change the overall assessment of the district.

The district also presented data from district tests, but didn’t provide what was required.

“As stated in the request to reconsider guidance, a successful case for a request based on a body of evidence will include three years of data. Only one year of data (2015-16) was provided in the request,” the letter stated. “Without a sense of whether the district is on an upward or downward trajectory, and relying solely on one year of supplemental data—which depicts many of the district’s students failing to meet the 50th percentile in growth—the department cannot accept the district’s request for a higher rating.”

State officials also give performance ratings to individual schools, but those won’t be finalized until January. Adams 14 had asked the state to reconsider several of their district’s school ratings as well, and in the same letter from the state, they learned the state will reconsider one elementary school’s rating.

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. 

looking inside

Adams 14 district to keep closer eye on each school as part of state improvement plan

PHOTO: Denver Post file
Sixth-grade science teacher Monica Wisniewski works with Pija Williams Terralee, left, and Myth Cubbison at Kearney Middle School in Commerce City. Kearney is in Adams County School District 14.

As part of an improvement plan negotiated with the state, the Adams 14 school district in Commerce City has developed a new system for monitoring progress at schools meant to more quickly arm leaders with information about what’s working and what isn’t.

The system, developed with guidance from the state, includes regular walkthroughs at schools by district leaders, data tracking, and new staff and student surveys.

Such diligent tracking of school performance is more common at larger districts, and could be seen as a burden for districts with fewer resources. But Adams 14 officials say they are welcoming the opportunity and are optimistic about the benefits.

“What doesn’t get monitored doesn’t get done,” said Aracelia Burgos, chief academic officer for the 7,500-student district. “…. We know we need to be data-driven.”

The process will kick into gear starting next month, when district leaders begin weekly walkthroughs of all 11 schools and an early learning center. Different leaders are assigned different schools, and those in the mix include Superintendent Javier Abrego, the chief academic officer, director of English language development and director of educator effectiveness.

Three of the visits will be brief — checking on whether the school feels welcoming, safe and whether students are engaged.

Then, once a month, the school visit will be more formal. District leaders will follow a sort of rubric that is being finalized with the state to determine if teachers are doing good work and if students seem to be learning.

Several other districts on state improvement plans are in the process of creating similar plans. Adams 14 was among the schools and districts that faced state intervention because of more than five years of low performance, based in part on an increasing drop-out rate and low growth scores on state tests.

Without a system of its own, Adams 14 would be reliant on school ratings provided by the state, which are based mostly on state test scores and are not as timely.

Among larger districts that track their own schools’ performance, Denver Public Schools has a more elaborate system that includes giving each school a rating that takes more factors into account than the state ratings.

The same system wouldn’t necessarily be feasible for a district the size of Adams 14, district officials have said.

The point of any system, however, is for district officials to be engaged with what’s happening in schools, and knowing how they’re performing early on, rather than waiting for a state rating.

Eventually, the monitoring plan should improve school performance if district leaders are able to detect problems early on and respond quickly to fix them. It should also create a record of what has been tried and what has worked that could help if district officials want to contest a state rating of their schools or district in the future.

“The first bar is really, ‘Did you design something?’ and second is, ‘Are you implementing it?’” said Lisa Medler, executive director of improvement planning for the state. Medler has worked with Adams 14 officials to design their school monitoring process.

The Colorado Department of Education is thinking about how to create a template for district-level school monitoring, Medler said. But the benefit of each district working on its own plan is that it’s tailored to the district’s own goals and resources, especially since the requirement to create the plan doesn’t come with funding for it. (Adams 14 officials said its new school monitoring system does not carry any additional costs).

“It’s really built on their context,” Medler said. “It’s taking advantage of whatever assessment tools, like interim or benchmark tools they have already.”

To make tracking data easier, all seven elementary schools are now using the same district-level periodic tests to measure growth rather than getting to pick their own. And to make sure the information is used, teachers now have built-in common planning time for about an hour a week.

Once a month, when district leaders visit schools for the longer walkthrough, they’ll also sit down with school leadership to look at test and attendance data. The monitoring plan has target goals for how many students are on reading plans, for attendance rates and growth scores on interim tests.

If the district leaders see a school isn’t meeting those targets throughout the year, they could order teachers to do an online training course or they could ask a coach to work with them.

When district leaders find a teacher doing great work, the district will record that teacher in action and make it available online for the other district teachers to learn from.

“We want to be supportive,” said Cynthia Trinidad-Sheahan, the director of educator effectiveness and director of secondary education. She started some school observations last year working with a consultant and more narrowly looking at work in classrooms.

From that experience, Trinidad-Sheahan said she knows the classroom and school monitoring needs to create ongoing conversations to be successful.

The new process already has made the district’s leadership team more effective at working together, officials say.

“It’s a lot of energy for us because we’re such a small community,” Burgos said. “Now that we’ve come together as a cohesive group, that’s important and we’re feeling very confident.”