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. 

Engaging parents

No more parent-teacher conferences: Why one Colorado school district is going with an online data system instead

Aris Mocada-Orjas, left, and Abel Albarran work on a math problem at Hanson Elementary in Commerce City. (Denver Post file photo)

A school district north of Denver is doing away with the traditional parent-teacher conferences this year, instead urging parents to log in to a website to find out how their children are doing.

The Commerce-City based Adams 14 school district says it made the change in an effort to squeeze in as much instructional time as possible. The 7,500-student district — where almost half the students are English language learners and about 85 percent qualify for subsidized lunches — has long struggled academically and is under a state-ordered improvement plan.

Frustrated parents and teachers, however, said in interviews with Chalkbeat that the new online system is either confusing or incomplete and can’t replace face-to-face interaction.

“Teachers would tell me at conferences what I needed to help my son with, they would tell me how he was behaving and everything they did in class, like what they were studying,” said Carolina Rosales, a mother of two elementary school kids. “The portal might tell me he failed an assignment, but what does that tell me?”

The system the district introduced this year is called Infinite Campus, a commonly used parent portal program in schools. In addition to weekly grades, parents who log in can get information about specific assignments and attendance, district officials said. The site can be accessed on a computer or smartphone.

“What we know is that the information available to a parent through the parent portal is much more robust than what they were able to get through a parent-teacher conference,” said Janelle Asmus, the spokeswoman for Adams 14. “We believe this is going to be better over time.”

Asmus said there are 1,267 accounts for parents on the district’s Infinite Campus system. Officials believe there may be others who are using alternate names that the district can’t track.

District-wide, parents did not receive information about the elimination of conferences and the switch to the online system. Many parents said they found out through word-of-mouth, as they started asking why conferences hadn’t been scheduled.

Asmus said that if parents are concerned about not getting face time, they can still reach out to teachers and ask to meet with them.

Elementary school teacher Jodi Connelly, who is also a union representative at her school, said that she’s had several parents this year asking to talk to her before or after school.

“They want to have that conversation with a teacher, but it doesn’t replace the actual conference,” Connelly said. “My Spanish is OK, but not great, so I have to take time to find someone to have a phone call with me.”

Barb McDowell, president of the teachers union, said teachers are stuck trying to find time on their own to talk with parents, often after hours when they aren’t being paid. Teachers and union leadership want the district to continue parent-teacher conferences, she said.

“All the teachers are really frustrated,” McDowell said. “We want to meet with parents. We send texts. We call. We try to have conversations. But at the same time, teachers know if they start doing it, it’ll just be expected of them.”

The district says it doesn’t have data on how many parents in Adams 14 attended conferences when the district held them. Asmus, however, said many times teachers were spending hours preparing for conferences only to sit waiting for parents who didn’t show.

Connelly said her records show 98 percent of families attended conferences in her classroom last year. McDowell, a teacher at Kearney Middle School, said participation does drop in higher grades. But she stressed the need for conferences, citing an example from a conference she had last year.

One of her students was having issues and hurting herself, and in talking with the student’s parents, Connelly was able to help. This year, the student “is doing great things,” she said.

“It’s powerful when we know there’s communication back and forth,” McDowell said.

The district is rolling out several changes this year as part of their plan to improve its state rating, including new district observations of schools and using a consultant to help train teachers and provide curriculum resources.

Several other metro area districts have used Infinite Campus for years, and still schedule parent-teacher conferences. But using the system is an adjustment for teachers, district officials say, and they wanted to free teachers from another responsibility.

“We aren’t like all the other districts,” Asmus said. “They aren’t in turnaround. They aren’t having to make the changes we’re trying to make in an expeditious manner. People can only take so much change in one year.”

On Aug. 11, before the school year started, the district did designate a “parent-engagement day” where principals could choose activities to better involve parents.

At least one school used the August day to teach parents how to use Infinite Campus. Other schools held a more traditional back-to-school day. The next one is set for Jan. 9.

The district also has been trying to build parent engagement by increasing the number of home visits teachers do each year.

Teachers and experts say those are helpful in building relationships with parents. But because teachers aren’t supposed to talk during home visits about a child’s academics or school behavior, it doesn’t replace the value of a conference, they say.

Across the country, a handful of school districts have tried eliminating parent-teacher conferences. But experts say that even if parent-teacher conferences aren’t the best way to fully engage parents, doing away with them eliminates an important communication point.

“Generally speaking, everyone believes parents need an opportunity to meet with their child’s teacher,” said Steven Sheldon, a research scientist and associate professor at the Johns Hopkins University School of Education. “I personally find this policy decision troubling. I feel like it is creating greater distance between the schools and the families that they’re serving and they’re really putting the onus on parents to get all the information.”

Sheldon said research on parent teacher conferences as a way of engaging parents is limited, but plenty of research exists about online parent portals.

“What researchers have found is people who are using parent portals tend to be the more highly educated or more affluent families,” Sheldon said. “Often times portals can be a greater source of inequities. Families with poor or no access to the internet are cut off from that information.”

The rollout of the Infinite Campus system could create inequity in another way.

This year, the system is only producing report cards in English. The district, under a federal order to better serve students and families who are not native English speakers, let each school create its own cover sheet to send with the report cards giving parents information on how they could request a translator or an explanation of the report card if they needed it.

Asmus said the system will be updated over time so report cards can be produced in other languages.

The language barrier is also one reason some parents want a face-to-face conference with their child’s teacher.

Guadalupe Castro, a mother of a student at Adams City High School, said she has not been able to meet this year with any of her child’s teachers, or with the school principal. She has an account with Infinite Campus, but hasn’t actively used it.

“I don’t understand it,” Castro said. “There’s a language barrier, so for me it’s more comfortable to talk in person. My thought is that it was the only space we really used to find out how our kids were doing. And most of all, for me it was about building that trust with the teacher so that I could collaborate with them and they could get to know me and know that I’m accessible to support them.”

District officials say they are gathering feedback now on the change, but Castro said she wished they had asked parents about it before.

“No one asked me if I agreed with this or not,” she said.

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.”