Two for one

Schools in Pueblo, Greeley up next as state sorts out struggling schools

Charlotte Macaluso, right, speaks with Pueblo City Schools spokesman Dalton Sprouse on July 22, 2016. (Pueblo Chieftain file photo)

The Colorado Department of Education is expected Monday to suggest that five of the state’s lowest-performing schools, including one that was once considered a reform miracle, hire outsiders to help right the course.

The department’s recommendations for the schools — three in Pueblo and two in Greeley — are the latest the State Board of Education are considering this spring. The state board, under Colorado law, is required to intervene after the schools have failed to boost test scores during the last six years.

Like all the schools facing state intervention, the five before the state board Monday serve large populations of poor and Latino students.

A year ago, Pueblo City Schools was expected to pose the biggest test of the state’s school accountability system. A dozen of the city’s schools were on the state’s watch list for chronic poor performance on state standardized tests. However, most of the city’s schools came off that list last year.

Among the schools still on the list and facing state intervention is the storied Bessemer Elementary, where barely 9 percent of third graders passed the state’s English test last spring.

The school, which sits in the shadow of the city’s downsized steel mill, has been in a similar situation before.

After the state first introduced standardized tests in 1997, Bessemer was flagged as the lowest performing school in the state. District and city officials rallied and flushed the school with resources for students and teachers. Soon, students and teachers at the Pueblo school were being recognized by President George W. Bush for boosting scores.

But a series of leadership changes, budget cuts and shifts in what’s taught eroded the school’s progress.

Pueblo City Schools officials declined to be interviewed for this article.

The 17,000-student school district was preparing to make slightly more dramatic changes to improve things at Bessemer. Officials were going consolidate the school into just three grades, preschool through second, and send the older students to a nearby elementary school that is also on the state’s watch list. That school, Minnequa Elementary, is expected to face sanctions next year if conditions don’t improve.

But the district and its school board backed down after the community rejected the idea.

“With the input gathered, we determined that, at this time, changes to the grade reconfiguration were not in the best interest of the communities involved,” Pueblo Superintendent Charlotte Macaluso said in a press release announcing the changes. “We realize the sense of urgency and will continue to support our schools while closely monitoring improvement at each location.”

The decision to not reorganize the schools was made earlier this week.

Suzanne Ethridge, president of the Pueblo Education Association, the city’s teachers union, said the last-minute pullback was troubling. The district, she said, has held up staffing the schools until a final decision was made.

“I just hope we can get to a final plan and we can move on and get these schools going in the right direction,” Ethridge said.

According to documents provided to the state, district officials are expected to tell the state board they want to go along with what the state education department is proposing.

But some in the city are wary of involvement by outside groups because the district has been burned by outside groups in the past.

According to a 2012 Denver Post investigation, Pueblo City Schools had a three-year, $7.4 million contract with a New York-based school improvement company. The company was hired to boost learning at six schools. Instead, school performance scores dropped at five of the six schools.

“It wasn’t a lot of fun,” Ethridge said.

Other schools in Pueblo that will appear before the state board are the Heroes Academy, a K-8, and Risley International, a middle school. The state is recommending that Risley maintain a set of waivers from state law. The flexibility for Risley, and two other Pueblo Middle Schools, were granted in 2012.

The hope was the newfound freedom would allow school leaders and teachers to do what was necessary to boost student learning. That happened at Roncalli STEM Academy and the Pueblo Academy of the Arts.

But Risley has lagged behind.

Macaluso was the principal of Risley before being appointed superintendent last fall.

Like Risley, the state is recommending that two Greeley middle schools be granted waivers and hire an external manager to run some of the schools’ operations.

The state’s recommendation in part runs contrary to what a third party review panel suggested last spring. The panel, which visited all of the state’s failing schools, suggested Franklin be converted to a charter school. That’s because the school lacked leadership, according to the panel’s report.

Greeley officials say the school’s administration team, which has not changed, has received training from the state’s school improvement office, which has proven effective.

As part of the shift, Franklin and Prairie Heights middle schools will change the way students are taught. The schools will blend two styles of teaching that are in vogue.

First, students will receive personalized instruction from a teacher, assisted by digital learning software. Second, students will also work either individually or in teams to solve “real-world problems” on a regular basis.

“These schools have students with some important needs,” said Greeley’s deputy superintendent Rhonda Haniford, who helped designed the plan. “It’s more reason to have a personalized curriculum.”

The 21,000-student school district has already contracted with an organization called Summit to provide the digital curriculum and a cache of projects. The organization will also provide training for the school’s principal and teachers.

Haniford acknowledged that when struggling schools make major shifts it can be difficult, and sometimes student learning fall even further behind. But she said Summit is providing regular training for teachers and principals.

“The district made an intentional decision to support the turn around of these schools,” Haniford said, adding that she was hired last year as part of that effort. “This is one of my top priorities.”

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.”