strict criteria

Why one Denver school with a record of low performance was not recommended for closure

PHOTO: Jeffrey Beall/Flickr

Of four low-performing Denver schools that were facing possible closure under a new district policy, the school with the lowest average school rating and the poorest academic growth scores was ultimately spared being recommended for closure.

West Early College, a high school on the West High campus, scored the requisite number of points on a comprehensive school quality review conducted last month, thereby knocking it out of the running for a school closure recommendation.

Denver Public Schools is recommending that the other three schools be either closed or restarted, meaning the existing school would be closed and replaced with a new one. The school board is expected to vote on the recommendations Thursday.

That district staff is recommending West Early College be saved shows the district is strictly adhering to the three criteria for its new policy, called the School Performance Compact. The policy outlines when the district should close or restart struggling schools. It was adopted by the school board last year and put into effect for the first time this fall.

“We as staff felt like we did not have any judgment,” said Maya Lagana, director of strategic support and accountability for DPS’s Portfolio Management Team, which assesses how schools are performing. “We had to follow the three criteria as stated.”

For a school to be recommended under the policy for closure or restart, it must:

— Rank in the bottom 5 percent of schools based on multiple years of school ratings;

— Fail to show an adequate amount of growth on the most recent state tests;

— Score fewer than 25 out of 40 points on a school quality review.

School quality reviews were conducted at the four schools that met the first two criteria to determine whether, despite their low scores, the schools are on the right track. A team of DPS employees and representatives from a Massachusetts-based consulting company called SchoolWorks visited each school and rated it on a scale of 1 to 4 in 10 different categories.

West Early College scored 25 points on its review, the minimum required. However, it also didn’t receive any “1”s, which triggers a closure recommendation under the policy.

The other three schools scored fewer than 25 points, as well as at least one “1.”

But West Early College fared worse under the first two criteria than the other three schools — Amesse Elementary, Gilpin Montessori and Greenlee Elementary.

Under the first criteria, West Early College earned an average of 24 percent of total points on its three most recent school ratings. The other schools did better: Amesse earned an average of 31 percent, Gilpin earned an average of 27 percent and Greenlee earned an average of 30 percent, according to a presentation given to the school board Monday.

The same was true for the second criteria. West Early College earned just 19 percent of points allotted by the district’s school rating system for student academic growth on the most recent state tests. That’s far below the threshold of 50 percent the criteria requires.

Meanwhile, Amesse earned 40 percent of points for student academic growth, Gilpin earned 22 percent and Greenlee earned 49 percent, just barely missing the mark.

At a school board work session Monday, board member Lisa Flores said it was striking that West Early College wasn’t receiving a recommendation under the policy and called the school’s low academic growth score “challenging.”

But Flores, who represents the western part of the city where West Early College is located, said Wednesday she has confidence in the school’s principal, Ana Mendoza. Flores said she believes the school has made some big changes to improve student performance, including putting an emphasis on reading and math interventions for struggling students.

Mendoza and her supervisor, Instructional Superintendent Suzanne Morris-Sherer, declined requests to comment Wednesday for this story.

“The strategies she’s utilizing are very aggressive and there is a sense of urgency,” Flores said of Mendoza. “Unfortunately, you’re not seeing that yet in the growth.”

The school’s review noted that two-thirds of the classrooms visited were “conducive to learning.” The review team praised teachers for attending to students’ social and emotional needs.

“In one visited classroom, the teacher was heard asking a student, ‘Are you having a rough day?’” the review says. “In another classroom, site visit team members observed that a teacher recognized that a student had been absent for multiple days and provided additional guidance around the learning activity so that the student could meaningfully participate in the lesson.”

Lagana, of the DPS Portfolio Management Team, said the district is planning to review how the policy was carried out this first year. That will start with stakeholder meetings in January, she said, partly with the aim of assessing whether the three criteria are the right ones.

“We’re committed to making sure we’re getting it right,” she said.

Read West Early College’s full school quality review below.

choosing leaders

Meet one possible successor to departing Denver superintendent Tom Boasberg

PHOTO: Melanie Asmar
Denver Public Schools Deputy Superintendent Susana Cordova addresses teachers at an early literacy training session.

As Denver officials wrestle with how to pick a replacement for longtime superintendent Tom Boasberg, one insider stands out as a likely candidate.

Susana Cordova, the district’s deputy superintendent, already held her boss’s job once before, when Boasberg took an extended leave in 2016. She has a long history with the district, including as a student, graduating from Abraham Lincoln High School, and as a bilingual teacher starting her career more than 20 years ago.

When she was selected to sit in for Boasberg for six months, board members at the time cited her hard work and the many good relationships they saw she had with people. This time around, several community members are saying they want a leader who will listen to teachers and the community.

Cordova, 52, told Chalkbeat she’s waiting to see what the board decides about the selection process, but said she wants to be ready, when they are, to talk about her interest in the position.

“DPS has played an incredibly important role in every aspect of my life. I’m very committed to making sure that we continue to make progress as an organization,” Cordova said. “I believe I have both the passion and the track record to help move us forward.”

During her career, she has held positions as a teacher, principal, and first became an administrator, starting in 2002, as the district’s literacy director.

Just before taking on the role of acting superintendent in 2016, Cordova talked to Chalkbeat about how her education, at a time of desegregation, shaped her experience and about her long path to connecting with her culture.

“I didn’t grow up bilingual. I learned Spanish after I graduated from college,” Cordova, said at the time. “I grew up at a point in time where I found it more difficult to embrace my Latino culture, academically. There were, I would say, probably some negative messages around what it meant to be Latino at that point of time.”

She said she went through introspection during her senior year of college and realized that many students in her neighborhood bought into the negative messages and had not been successful.

“I didn’t want our schools to be places like that,” she said.

In her time as acting superintendent, she oversaw teacher contract negotiations and preparations for asking voters for a bond that they ultimately approved that fall. Cordova’s deputy superintendent position was created for her after Boasberg returned.

But it’s much of Cordova’s work with students of color that has earned her national recognition.

In December, Education Week, an education publication, named her a “Leader to Learn From,” pointing to her role in the district’s work on equity, specifically with English language learners, and in her advocacy to protect students under the Deferred Action for Childhood Arrivals program, or DACA.

Cordova was also named a Latino Educator Champion of Change by President Barack Obama in 2014. Locally, in 2016, the University of Denver’s Latino Leadership Institute inducted Cordova into its hall of fame.

The Denver school board met Tuesday morning, and again on Wednesday to discuss the superintendent position.

Take a look back at a Q & A Chalkbeat did with Cordova in 2016, and one in 2014.

Super Search

Denver community has lots of advice on picking a new superintendent – who will the board heed?

PHOTO: Denver Post file
DPS Superintendent Tom Boasberg guest teaches an Advanced Placement history class at Lincoln High in 2009.

Denver teacher Carla Cariño hopes the district’s next superintendent is a bilingual person of color. Ariel Taylor Smith, a former Denver teacher and now an education advocate, wants a leader who tackles school improvement with a sense of urgency. Collinus Newsome, a leader at the Denver Foundation, hopes the search process includes community voices that have been silenced in the past.

These are just a few of the desires community members have expressed in the wake of Tuesday’s news that Tom Boasberg will step down after nearly a decade as superintendent of Colorado’s largest school district.

While the district has released few details about the process for selecting the next schools chief, board President Anne Rowe said Tuesday it’s the board’s most important role and that it will soon schedule a meeting to discuss the process publicly.

The 92,600-student district won’t be without a superintendent immediately. Boasberg‘s contract requires him to serve for another 90 days.

Randy Black, who coordinates superintendent search services for the Colorado Association of School Boards, said large urban districts like Denver typically launch comprehensive national searches to fill superintendent vacancies. On average, such searches take two to three months, but the length can vary based on district circumstances, he said.

“DPS is royally set up to do this,” Black said, using the district’s acronym. “They’ve done great strategic work in an extremely complex environment.”

The suburban Douglas County district, the state’s third largest, picked a new superintendent in April after a national search that drew more than 1,000 inquiries and culminated with three finalists. Thomas Tucker, previously superintendent of Princeton City Schools in Cincinnati, Ohio, is the new schools chief there.

While national searches are the norm for large districts, that’s not what happened when Boasberg was unanimously selected by the board in January 2009, a few weeks after his predecessor Michael Bennet was appointed to a vacant U.S. Senate seat. Boasberg was the district’s chief operating officer at the time and the sole finalist for the position.

Susana Cordova, currently the district’s deputy superintendent, is one likely internal candidate this time around. A graduate of Denver’s Abraham Lincoln High School and a longtime district administrator, she served as acting superintendent in 2016 when Boasberg took a six-month sabbatical to live abroad.

“Most urban and suburban boards will wrestle with how do you honor internals at the same time you open the door to potential matchups outside the district,” Black said. “That’s a fairly common dilemma.”

With news of Boasberg’s departure, one of the biggest questions on the minds of Denver parents and educators is how the public can weigh in on the superintendent selection.

Cariño, a teacher at North High School, responded to Chalkbeat’s online survey, wondering how the district plans to involve teachers and community members in the process.

She also wrote, “While being the superintendent of a large urban district is no easy task, the gains made under Boasberg for students of color were minimal. The fact of the matter is there is still a significant amount of work to be done so our students of color can better access and complete [a] four-year college … Our new superintendent should be a bilingual person of color who understands our communities and can make the needle move out of a genuine need to see progress for our students versus a political career.”

Ricardo Martinez, president of the parent advocacy group Padres & Jóvenes Unidos, said Wednesday he would like to see an open process where students, parents, and the community have some opportunity to ask questions and provide feedback.

He said parents he works with didn’t feel left out when Boasberg was selected because they understood the district had a short timeframe to find a replacement, and they had already worked with Boasberg and knew he supported the work they were doing together.

Now, Martinez said, parents are looking for a leader who understands and listens to the community, and who can take stock of what’s working and what’s not and use that information to find solutions.

“But making sure everyone is aware of that logic — That’s been extremely lacking with the administration. It’s about letting the community know so it’s not just an internal debrief,” he said.