Feedback loop

Colorado’s education department has a plan. And they want to know what you think about it.

Students at Lumberg Elementary School in Jeffco Public Schools work on their assigned iPads during a class project. (Photo by Nicholas Garcia, Chalkbeat)

After months of town halls, meetings and debate, the Colorado education department on Friday released a draft of a plan detailing how it would use federal funds to measure and improve its lowest performing schools, train teachers and support English language learners.

Now it’s your turn to tell the department and the committees that helped shape the plan what you think.

The plan comes in response to the nation’s new education law, the Every Student Succeeds Act, or ESSA. The intent of ESSA, signed into law by President Barack Obama in 2015, was to shift the power in public schools from Washington to the states. Not everyone in Colorado agrees the law was successful in providing more flexibility, however.

Because Colorado was operating under a waiver from the nation’s previous education law, No Child Left Behind, much is expected to remain the same in Colorado classrooms with ESSA — at least for now.

The major points of contention in developing the plan were how to allocate federal funds for schools that need improvement, how to define and report teacher qualifications, and what new data should be used to measure school quality.

The state is also planning to push back on a requirement that at least 95 percent of students take the state’s English and math standardized tests. The department believes Colorado law that allows parents to excuse their students from the tests is permissible under another portion of ESSA.

“I think to a certain extent the law speaks out both sides of its mouth,” said Pat Chapman, the education department’s executive director of federal programs. “We’ll see what the department says.”

After public comment closes March 10, department officials will circle up with its committees, the State Board of Education and the governor one last time before submitting it for federal review in April.

State lawmakers have expressed interest in rethinking many of the parts that make up Colorado’s public school system, including testing and school ratings. However, many are holding their fire until after the state education department completes its process.

mea culpa

This is the letter of apology that Adams 14 leaders never sent

Adams 14 leaders took a close look at district data during an October meeting. (Photo by Yesenia Robles, Chalkbeat)

Looking back on years of poor performance, leaders in the Adams 14 school district considered taking a rare step: saying sorry. But an apology letter to the community was never signed nor sent out.

Chalkbeat obtained a copy of the September letter that district administrators and board members were to have signed.

“Despite our well-intentioned tactics to get the district out of turnaround, six generations of school boards and four different superintendents and their administrations (including the current leadership) have not worked well together,” the draft letter states. “As a result, our various and conflicting priorities, coupled with the constant turnover and organizational disarray, have produced unacceptable results.”

The letter was written as administrators in the long-struggling suburban district learned that, for the eighth year in a row, students had not met state expectations in reading and math, and the district likely would face additional state sanctions. Multiple sources told Chalkbeat there was internal disagreement about the wording and tone of the letter. Several different drafts were presented, but without agreement, none were finalized or published.

District leaders did not respond to a request for comment about the draft letter.

The district has been working on improving community engagement with a consultant, Team Tipton.

The school board recently agreed to a $150,000 contract for the second phase of a two-year process “proven to be a transformational tool to help the district overcome historical dysfunction, drive a sense of integration and alignment, and set the platform for future success,” according to the resolution approved by the board.

A Team Tipton analysis of community opinion found a high level of distrust for the district, but also optimism about the future.

Some board members and the consultant team have prodded district officials to think more critically about the district’s performance, but many administrators in the district disagree with negative portrayals.

On Wednesday, district officials will explain their plans for improving student performance to the State Board of Education, whose members have the authority to order external management or more drastic interventions.

Here’s the letter in its entirety:



checking in

How do you turn around a district? Six months into her tenure, Sharon Griffin works to line up the basics.

PHOTO: Caroline Bauman
When Sharon Griffin became the latest leader of the Achievement School District in June, she said one of her biggest priorities would reconnecting the state-run district with the community it serves most — Memphis.

In a crowded room at a community center in a north Memphis neighborhood, the leader of Tennessee’s turnaround district takes a microphone and addresses the parents and students gathered.

“I’m here because we care deeply about your students, and we know we can do better for them,” Sharon Griffin told the crowd. “We have to do that together.”

This would be one of more than three dozen community events in Memphis that Griffin would speak at during her first six months on the job. The gatherings have ranged from this parent night in Frayser to a luncheon with some of the city’s biggest business leaders. And Sharon Griffin’s message remained unchanged: Stay with us, we’re going to get better.

“One of my biggest goals was getting our communities to think differently about the district,” Griffin told Chalkbeat this month. “People only interact with the superintendent or the central office when there’s an issue. We want to meet people where they are and tell them what we are going to do for them.”

When Griffin became the latest leader of the Achievement School District in June, she said one of her biggest priorities would be reconnecting the state-run district with the community it serves most — Memphis.

Griffin, a turnaround veteran from Memphis, has been assigned the task of improving academic performance and the public perception of the state district. Originally created to boost the bottom 5 percent of schools academically, the district of charter operators has struggled to show improvement. Of the 30 schools in the district, nine have climbed out of the bottom 5 percent.

Griffin’s efforts are in line with what Education Commissioner Candice McQueen asked her to prioritize: recruit and support effective educators, improve collaboration with schools and in doing so, plan strategically with them.

But first she’s doubling down on improving the way the district functions – such as making sure that the district is in compliance with federal and state grants, and that teachers have the certifications they need to teach certain courses. And that’s taken more time than expected.

Researchers, as well as community members and parents, have said that the district should be seeing greater academic progress after six years. Griffin told Chalkbeat that one of her big priorities will be helping the district better its teaching workforce, which she believes will help improve test scores. In the most recent batch of state test scores, not a single Achievement School District elementary, middle, or high school had more than 20 percent of students scoring on grade level in English or math.

But first, she needed to go on a “listening tour.”

“I’ve been to more meetings than I can count, because I wanted people to get to know me in this role, but more importantly, because I wanted to hear from those in our schools about what’s working and what’s not,” Griffin said. “Now, I get to take what I’ve heard and learned and create action steps forward.”

Griffin said those action look like “better customer service for our charters and our families.” That means Griffin has been focusing on improving communication with the district’s central office, one of the longstanding problems she has heard about from operators. She’s also striving to improve the quality of the district’s teacher workforce, and making facilities safer and more usable.

Griffin’s task will be a mammoth one, and she told Chalkbeat that part of her strategy for getting it done revolves around her new central office team. She said that getting the office running smoothly has taken up a large portion of her time during these early months in the job – especially establishing the revamped office so her charter operators can better communicate with the district. A year ago, more than half of 59 central office staff positions were slashed – and Griffin’s team of four is now even smaller.

“We’re still small but mighty,” Griffin said. “But I wanted our charters to know where to go with a problem or a question. Same for parents. We had heard they didn’t know where to go. That’s changing.”

Some charter operators have already benefited from the change. Dwayne Tucker, the CEO of LEAD Public Schools, said the district has become more responsive this year and more respectful of charter operators’ time. LEAD runs two turnaround schools in Nashville, the district’s only outside of Memphis

“Previously, we’d get a request for data or information that needed a 24-hour turnaround because someone just realized that it needed to be fulfilled,” Tucker said. “Versus looking at us as the customer and planning so we didn’t need to drop everything. There’s more of a customer-service focus happening on ASD leadership now.”

Griffin’s also been turning to charter operators like LEAD for lessons learned – specifically about teacher recruitment and retention. She said she wants to see what charters are doing well and replicate those practices across the district. When Griffin visited Tucker at LEAD this fall, he said they talked mostly about hiring practices.

“She asked us a lot of questions about the teachers we’re looking for,” Tucker said. “We know that our teachers need to have a sense of purpose to do this work, because a turnaround environment is very hard work.”

Earlier in the year, Griffin also turned to the Memphis-based Freedom Prep, which runs one turnaround school, for lessons learned in retaining teachers.

“Our retention rate in the ASD in the past has not been great,” Griffin said. “I’m the third superintendent in six years, so you can imagine what the teacher retention rate is. Freedom Prep is one of the schools that has had a higher retention rate. Why? They’re focused on teacher support.”

A goal for Griffin during the first month or so as chief was to establish an advisory team of local parents, students, and faith leaders – and that hasn’t happened yet. But Griffin says the team is being assembled now, and that their input would be a big factor in the future.

Collaboration is key for Griffin, who is known for bringing groups with different interests together to find common ground.

“My goal is to work us out of a job,” Griffin said. “When we have empowered all of our teachers and leaders to build capacity within schools, the hope is that they won’t need us anymore.”