Another try

Adams 14 school improvement plan is back — with revisions — for key State Board of Education vote

Students waiting to enter their sixth-grade classroom at Kearney Middle School in Commerce City. (Photo by Craig Walker, The Denver Post)

Officials with the Adams 14 School District in Commerce City will return to the State Board of Education on Thursday with a revised school improvement plan meant to address concerns that the initial proposal wouldn’t do enough.

The board is expected to make a final decision on the plan, which calls for an out-of-state nonprofit group to help improve teaching and make recommendations about possible management changes.

The nearly 8,000-student district is one of several facing state sanctions this year for consistent low performance. For the past several months, the state board has been considering improvement plans drafted by the districts and state officials working collaboratively.

At its meeting last month, the state board asked Commerce City district officials for more clarity around the plan and the role of the nonprofit group, Arizona-based Beyond Textbooks.

State board members encouraged the district to give the nonprofit more management authority, although Beyond Textbooks said that wasn’t how it typically works with districts.

The nonprofit will work with the district at three of Adams 14’s 11 schools the first year, providing teachers a guide to teaching the state standards, helping them track whether students learned the material and training them to help students who don’t get it the first time.

Beyond Textbooks will work with 9th and 10th grade teachers at Adams City High School, which is facing state sanctions of its own for chronic low performance. The school has had six principals in the last six years. Earlier this year, students walked out asking for better leadership and for a voice in the improvement process.

In one new addition to the plan, the district will hire a Beyond Textbooks district liaison and ask the company to provide management recommendations.

The three schools that Beyond Textbooks will work with will have autonomy from some district policies around school day schedules, annual calendars as well as curriculum and district assessments. The company will be asked to make recommendations for those areas and the district liaison, which the district hopes to hire in August, will be in charge of monitoring the work.

District officials report some progress at Adams City High School: After a lengthy process, the district hired a new principal and four of five assistant principals. The new principal, Gabriella Maldonado, has no experience as a principal but has been an assistant principal for several years at Abraham Lincoln High School and most recently at the West Leadership Academy school, both in Denver.

Neither school scores well on Denver’s school rating system. Lincoln’s rate of students who graduate and need remedial education in college is nearly as high as Adams City High School’s.

West Leadership Academy, one of the schools that replaced the now closed West High School, graduated its first class of students in 2016. The school can cite progress: it says 95 percent of students in the graduating class of 2017 were accepted to a post-secondary school.

Maldonado was one of the original applicants for the principal position, but had not been named a finalist among earlier pools of finalists that had been considered.

While the leadership positions are filled at Adams City High School — which was a concern from state officials considering the district’s improvement plan — the district is also experiencing staff turnover including two key district leaders who have resigned this month.

Teresa Hernandez, who worked on the improvement plan as the district’s director of assessment and technology, is leaving the district for a position with the Gilcrest-based Weld County School District RE-1.

Daniel Archuleta, ‎manager of strategy and accountability, is leaving the district at the end of the month to work with the Adams County Youth Initiative and his own consultant company. In a statement he made to the board, Archuleta said he was leaving the district because the district’s priorities have not lined up with his “expertise and skills.”

He left the board with three recommendations: that it create a flexible strategic plan that outlines the district’s goals and how to achieve them,  continue using a system Archuleta created for reviewing schools and tracking their improvement, and create an internal performance evaluation for schools and programs that considers more data than the state.

The system Archuleta referenced for expansion of reviewing schools was created in 2015, when Archuleta started, but has not been widely used recently, Archuleta said.

“A lot of it is just because of the change in administration,” Archuleta said. “There’s a lot to get done. A lot to be done. With the change in priorities, that system just wasn’t as high a priority. But all it requires is a renewed focus. The foundation is there. Everything is there for the district to continue to use and to advance that system.”

An internal performance evaluation of schools and programs, Archuleta said, could easily use existing data from attendance, student behavior, teacher performance or parent surveys to look at schools more broadly than the state does.

“We have all this data,” Archuleta said. “We’re just not using it currently in a holistic, triangulated way.”

Adams 14 superintendent Javier Abrego dismissed many of Achuleta’s concerns, saying that systems for evaluating schools already exist, and that the district’s practice is to map out plans year by year. He said the board will gather at a retreat in July for strategic planning.

Pushback

National head of DFER after Colorado Democrats’ platform vote: ‘We’re not going anywhere’

PHOTO: Newark Trust
DFER President Shavar Jeffries

The national head of Democrats for Education Reform responded to the dramatic rejection of his organization at the Colorado Democratic Party state assembly with a simple message: We’re not going anywhere.

In an email to supporters that he also posted on Medium Thursday, Shavar Jeffries laid out his credentials as a Democrat and said disagreements over education policy should remain a “family fight.”

“We understand that on some issues, some in our party disagree with us,” Jeffries wrote. “We welcome that disagreement, and we welcome the debates that ensue periodically. We stay true to our principles because we believe our vision best reflects the values of the party and the outcomes we seek for young people.

“But we will fight  –  when fights are necessary  –  anchored in the understanding that this is a family fight and thus we will not engage in the politics of personal destruction against those with whom we disagree.”

Jeffries went on to blame the election of President Donald Trump on an unwillingness among Democrats to set aside their differences.

“Trump is president to a large degree because progressives and liberals engaged in a civil war over the 10 percent of policies where we might disagree, as opposed to uniting around the 90 percent where we agree,” Jeffries wrote. “Hillary Clinton was booed at the DNC convention in 2016 by the same forces that still seek to sow division within our party. Our unity is our best weapon against the ongoing assault to our democracy visited upon the country each day by Trump.”

Jennifer Walmer, the head of the Colorado chapter of Democrats for Education Reform, was booed down by delegates at Saturday’s assembly. Those delegates went on to adopt into the official party platform a call for DFER to stop using “Democrats” in its name.

Former state Treasurer Cary Kennedy, who has the backing of the teachers unions, won 62 percent of the vote at the party assembly. The platform vote happened later in the day, after some of the more than 3,000 delegates had left.

It’s not clear how the platform provision could be enforced. Some members want the party to send a cease-and-desist letter to Democrats for Education Reform, something the Los Angeles Democratic Party tried in 2012, with no apparent effect.

The Colorado vote drew cheers and jeers locally and around the country. In New York City, one blog called it a “ray of sunshine” that could signal cracks in support for reform policies. Meanwhile, conservatives used the vote to cast Democrats as extremists. The editorial board of the Colorado Springs Gazette said it represented “a far-left shift in the Democratic Party.”

Education reform has become an increasingly divisive issue within the Democratic Party. Since the 2016 presidential election, opponents of a suite of reform policies, like charter schools and test-based teacher accountability laws, have increasingly sought to tie Democratic proponents of these policies to the unpopular president and his education secretary.

Jeffries said his organization would not be dissuaded by those tactics.

“If our intra-party opponents would prefer counter-productive family warfare as opposed to unity around shared values, this should be clear too: We stand with the millions of families across our country demanding access to high-quality public schools and the thousands of elected Democrats who fight tirelessly to ensure they get it,” he said. “We are not going anywhere.”

You can read Jeffries’ entire statement here.

get out the vote

Can schools encourage students to be more involved citizens? A new study suggests yes they can.

Democracy Prep charter network superintendent Seth Andrew at a 2012 admissions lottery event.

In a city of roughly 1,800 schools, many have names that have little to do with what students experience.

Not so for Democracy Prep, a network of charter schools that a new study concludes makes students far more likely to vote once they turn 18.

The study, conducted by independent researchers commissioned by Democracy Prep, took advantage of New York City’s charter school admissions rules to examine the impact of applying to, getting accepted to, and enrolling in the network’s schools on later civic participation.

Looking at more than a thousand students who applied between 2007 and 2015 who were old enough to vote in 2016, the researchers found that just being selected in the admissions lottery was correlated with a slight increase in voting rates. Students who were chosen voted 6 percent more often than students who were not.

The impact was much greater on students who were chosen and actually enrolled: They voted 24 percent more often than students who applied but never got a chance to attend.

The findings suggest that Democracy Prep is achieving its explicit goal of promoting civic participation. They also offer one answer to the question of whether charter schools, which are publicly funded but privately managed, undermine democracy.

“Democracy Prep provides a test case of whether charter schools can successfully serve the foundational purpose of public education—preparation for citizenship—even while operating outside the direct control of elected officials,” the researchers write. “With respect to the critical civic participation measures of registration and voting, the answer is yes.”

Seth Andrew, who started the network with a single middle school in Harlem in 2006, said he was pleased by the findings — and unsurprised, because the network has baked civic participation into its culture and academic program. Students must take on a personal “Change the World” project and pass the U.S. citizenship exam to graduate.

“This idea of ‘change the world’ was very central to what we were trying to get our kids prepared and excited to do,” he said.

Creating more engaged citizens takes more than just adding a civics class, said Katie Duffy, the CEO of Democracy Prep. Schools have to make democracy a part of the daily culture, she said.

“The more you talk about the importance of voting, the importance of elections, the importance of advocacy,” she said, “the more it becomes ingrained in our kids.”

The network has also long used Election Day — when district-run schools are often closed so their buildings can be used as polling stations — as a teachable moment.

In 2008, Democracy Prep students spent the day working to get out the vote in their neighborhoods. Four years later, Democracy Prep schools were among the few housed in city space that got special permission to stay open — and the network sent students out to advance the “Vote for Somebody” campaign it had kicked off in a catchy viral video. The next year, students promoted a different message — “I can’t vote but you can” — in an effort to boost the city’s 11 percent primary election voter participation rate.

The network’s influence extends far beyond its students. In 2012, six years into the network’s existence, officials estimated that students had helped 5,000 New Yorkers register to vote. Now, the network runs 22 schools in five states.

Andrew said the study’s findings about the impact of the network — which he left in 2012 to work on other civic engagement initiatives, including at the White House — offer only a start at a time when the United States lags behind other developed countries in voter turnout.

“I was thrilled with the outcome,” said Andrew. “But the as the guy that founded Democracy Prep I feel like there’s a whole lot of room to grow.”