Difficult choice

Denver schools chief backs community panel’s pick to replace closing school

PHOTO: Sara Gips Goodall/McGlone
McGlone principal Sara Gips Goodall with some of her students.

The Denver Public Schools superintendent is backing a community group’s recommendation that leaders of McGlone Academy, a once-struggling school that has shown improvement, take over nearby Amesse Elementary School, which is slated to be closed for poor performance.

Superintendent Tom Boasberg is advancing the recommendation despite concerns about low participation by parents on the “community review board” for Amesse. Review boards were created this year to give parents and community members a more central role in the difficult and emotional process of choosing new schools to replace closing ones.

“To try and do something right the first time is hard,” Boasberg told the Denver school board at a meeting Monday. But he added that “having watched the processes and seeing the quality and integrity of the processes, I am endorsing the community review board recommendations.”

The Denver school board has the final say. It is expected to vote June 19.

None of the eight parents and family members chosen to serve on the Amesse review board attended its final meeting, at which four community members and a professional reviewer voted 3-2 to recommend McGlone’s plan to “restart” the school. One parent was asked to leave the board, and others did not show up for meetings, according to the group’s final report.

That dearth of parent involvement was a limitation, two members of the group told the Denver school board Monday. However, they said parents’ voices were heard throughout the process and that the remaining members weighed the desires of those parents heavily.

Local charter network STRIVE Prep also applied to restart Amesse. The review board members noted that both applications were strong — and STRIVE Prep scored better on DPS’s school rating system that gives a large amount of weight to performance on state tests.

But review board members were swayed by McGlone’s experience with a specific court-ordered program to teach English language learners that must also be used at Amesse, its success turning around an entire elementary school all at once and its extensive community engagement. Its plan, written with input from Amesse educators and parents, calls for a partnership between the two schools that would be known as the Montbello Children’s Network. Both schools are located in the Montbello neighborhood in far northeast Denver.

“We truly do believe we can be stronger together,” said McGlone principal Sara Gips Goodall.

STRIVE operates 11 schools in the city, including one elementary. STRIVE Prep Ruby Hill does not yet serve students in all grades; it currently has kindergarten through third grade with plans to add fourth and fifth. It also does not use the same program to teach English language learners. However, another STRIVE school — STRIVE Prep Kepner — does use the program. That school is a restart of a middle school that was closed for low performance.

On Monday, STRIVE CEO and founder Chris Gibbons emphasized to the school board the charter network’s experience and willingness to restart struggling schools. He pointed out the closeness of the community review board vote and said that of the two applicants, he believes STRIVE has the strongest academic track record, which is a priority for the district.

“We believe the recommendation merits a very thorough review from the (Denver school) board, because it was so close,” Gibbons said after the meeting.

In his remarks to the school board, Boasberg praised STRIVE, calling it one of the finest school organizations in the country and a leader in serving all types of students.

“The fact that the choice at Amesse was so difficult is wonderful,” he said.

Boasberg is also advancing the recommendation of a separate community review board tasked with vetting programs to take over struggling Greenlee Elementary in west Denver. That board had only one application to consider: the Center for Talent Development at Greenlee, submitted by the current principal and seeking to continue recent gains made under his leadership.

The board “overwhelmingly” recommended it, according to its final report.

a different model

Denver expands its experiment with more autonomous ‘innovation zones’

PHOTO: Melanie Asmar
McAuliffe Manual students gather for a photo with Denver Public Schools officials at a press conference in 2017.

Five more Denver schools will have additional freedom this fall from school district rules.

The school board voted unanimously Thursday to allow one school to join an existing “innovation zone” and another four to create a new one. Innovation zones represent a different way of managing schools that is somewhere between the traditional approach and that of charter schools, which are publicly funded but independently run.

Schools in innovation zones are district schools, but are overseen by a separate nonprofit board of directors. The idea is that grouping together schools that share a common goal or focus, and giving them more autonomy over how they spend their time and money, allows them to try new things. The ultimate goal is for the schools to do better by their students.

“I don’t know how these zones are going to end up performing over time,” Denver school board vice president Barbara O’Brien said, “but the need to allow people to try their hardest, to do the best they can and color outside the lines is a really important step.”

The school board approved the first-ever zone in 2016. Called the Luminary Learning Network, it was composed of four district schools: Ashley Elementary School, Cole Arts & Science Academy, Denver Green School, and Creativity Challenge Community.

A fifth school, Escuela Valdez, will now join. Valdez is a dual-language elementary in northwest Denver, where students are taught in English and Spanish. It has high test scores and is rated “blue,” the highest of the district’s color-coded ratings. That fits with the zone’s philosophy of taking already successful schools “from good to great.”

The board also approved the formation of a second zone called the Northeast Denver Innovation Zone. It will consist of four schools in northeast Denver that follow the International Baccalaureate, or IB, curriculum: Swigert International elementary school, McAuliffe International and McAuliffe Manual middle schools, and Northfield High School.

All four of those schools are also high-performing, but the common thread is the rigorous IB curriculum, which has its own tenets and requirements. School leaders hope to create a more seamless experience for students from preschool through 12th grade by better aligning curriculums, teacher trainings, and other practices across the schools.

“The creation of the zone opens a door for collaboration,” Pam Jubis, a parent of two Swigert elementary school students, said during public testimony at Thursday’s board meeting.

Another goal, according to school leaders, is to create a feeder pattern that would ultimately funnel more IB middle school students to Northfield High, which opened in 2015.

Several school board members expressed concerns that the zone could hurt enrollment at other high schools. They were particularly worried about Manual High School, a struggling school that’s also located in northeast Denver and shares its building with McAuliffe Manual Middle School. McAuliffe Manual is modeled after McAuliffe International, the district’s most sought-after middle school. It was placed at Manual in part to feed into the high school.

Kurt Dennis, who serves as principal at McAuliffe International and helped found McAuliffe Manual, told the school board earlier this week that the middle school at Manual is still committed to that arrangement. The feeder pattern is meant to be between McAuliffe International and Northfield, not McAuliffe Manual and Northfield, he said.

“Our intention for McAuliffe Manual is that we are partners with Manual,” Dennis said.

Innovation zones were created by a 2008 state law. Denver Public Schools has taken the concept and run with it. The 92,600-student district is known nationwide for its “portfolio management” approach that incorporates a wide range of school types.

To join an innovation zone in Denver, schools must first be designated “innovation schools.” That status allows them to waive certain state and district rules, such as the length of the school day or year. To get that status, a majority of staff members must vote to adopt an “innovation plan” that details which waivers the school is seeking and why. The same staff voting requirement is in place for joining an innovation zone.

Being part of a zone exempts school leaders from district meetings and trainings, thus allowing them to spend more time working with teachers and students. The leaders are supervised by an executive director hired by the zone’s board of directors, not a district administrator.

In addition, zone schools have more control over how they spend the state per-student funding they receive. They can opt out of paying for certain district services that are non-negotiable for regular district schools, and instead use that money to pay for things that meet their school’s specific needs, such as an additional special education teacher.

Valdez plans to use that budget flexibility to provide additional bilingual speech therapy services, parents and teachers told the school board. The school’s current therapist works part-time and is so overwhelmed with paperwork that it’s cutting into her time with students, they said.

“Though our school is bilingual and our current teacher is very good, the school would benefit from having bilingual support services,” Ivonne Gutierrez, a parent at the school, said.

In exchange for increased autonomy, schools in both zones agreed to work to improve their ratings, which are largely based on test scores, within three years. The Luminary Learning Network is heading into its third school year with three of its four schools on track. Whether or not they meet that goal could influence the board’s future support of the zone.

Eight other schools previously signaled their interest in joining the Luminary Learning Network or forming innovation zones of their own. However, only Valdez and the four schools in the Northeast Denver Innovation Zones submitted applications this year.

coaching the coaches

Some of Denver’s top teachers will get training to better help their colleagues

PHOTO: John Leyba/Denver Post
Joey Denoncourt was a teacher coach at College View Elementary in 2016. He is not part of the first fellowship cohort.

Twenty Denver teachers are part of a new pilot project to invest even more resources in what the school district considers a key strategy: having teachers coach other teachers.

Denver Public Schools has a name for these teacher coaches: “senior team leads.” They are paid a stipend on top of their regular salaries to split their time between teaching in their own classrooms and observing other teachers. They give the teachers feedback, help them plan lessons, and, in some cases, formally evaluate them, just like a principal would. Data shows teachers like the approach and their students benefit from it.

A new yearlong fellowship that kicked off Monday will give a small number of these teacher coaches monthly training on how to get better at a role district officials say is all too rare in public education. The Thrive Fellowship will include conversations with leadership experts and opportunities for teachers to learn from each other what’s working in their schools.

Some of that was already happening in the first hour of the fellowship’s inaugural get-together. By way of introduction, the teachers shared a memorable experience they’d had in the role. Several talked about what they did to break through to a resistant teacher. One shared how she organized “family dinners” for teachers to get to know one another outside of work.

Yet another talked about using her dual role to bring together her school’s “disjointed” special education department and come up with a better way to teach students with disabilities.

“Because I was alongside and teaching with my other team members, it was what we need to kickstart and become a more collaborative team,” teacher Rosie Britt said.

Superintendent Tom Boasberg called the fellowship “a very intentional investment.”

“Each one of these leaders has an impact – a large impact,” he said of the 20 teachers. “So how do we help them learn and grow to have that impact be as powerful as possible?”

Denver Public Schools has already invested heavily in teacher coaching. Officially known as “teacher leadership and collaboration,” or TLC, it began in the 2013-14 school year as a grant-funded pilot with 51 teacher coaches at 14 schools. It’s now in nearly all of the more than 160 district-run schools, and there are more than 500 teachers coaching other teachers.

The expansion was partly funded by a tax increase passed by Denver voters in 2016. The Thrive Fellowship is being funded by a $2 million grant from Bloomberg Philanthropies, the charitable foundation of former New York City Mayor Michael Bloomberg. The grant is also funding other leadership work and will pay for a second fellowship cohort in the 2019-20 school year focused on special education teacher coaches. Being a special education teacher can be isolating, district officials explained, and some of the district’s biggest achievement gaps are between students with and without disabilities.

The district created the teacher coach role in part to encourage great teachers to stay in the classroom rather than leave to become assistant principals or principals. The ultimate goal, officials say, is to boost student achievement by helping teachers get better at what they do.

District officials have been tracking whether that’s happening. They’ve found that the students of teachers who were supported by coaches for two or more years made more academic progress on state literacy and math tests than the students of teachers who were coached for less time or not coached at all, according to data recently presented to the school board.

And survey results show teachers like the model. When asked which leaders at their school were effective, 89 percent of teachers said the teacher who coaches them was an effective leader. Only 82 percent said their principal was effective.

The idea of the fellowship is to raise those numbers even higher, district officials said.

Pete Martinez is one of the 20 teachers in the fellowship. He works at Joe Shoemaker Elementary in southeast Denver, where he spends half his time coaching teachers and half his time teaching kindergarten and first-grade students who are struggling in reading.

He said the dual role is most powerful when teachers “can see a support partner, a coach, that is sometimes teaching beside them and in many ways owning the success of their kids.” He hopes the fellowship gives him and the other teachers time to pick each others’ brains.

“What are other schools grappling with?” Martinez said. “What are the solutions they are already thinking about and how can we transfer that to other schools, to my own building?”