a 'third way'

Denver wants to expand its ‘innovation zone’ even as big money questions remain

PHOTO: Helen H. Richardson/The Denver Post
Aliyah Biggs, 6, second from left and Ashli Ramos-Rosales, 8, raise their hands to take part in an after-school talent show at Ashley Elementary in Denver.

The Denver school district is soliciting more schools to join its first “innovation zone,” a bold experiment that grants broad autonomy to public schools, even as the district is once again negotiating with the zone over how its schools should be funded.

A key element of the zone is that its schools can opt out of certain district services and use that money to buy things that meet their students’ specific needs. But less than two years after the zone was created, its leaders are asking for even more financial freedom.

Figuring out how the zone should work has been as messy and tension-filled as it has been inspiring, said school board President Anne Rowe, who spoke last week at a panel discussion following the release of a case study about the zone.

“It has been a journey,” Rowe said. “Where we are now is we have a model that is incredibly intriguing within a ‘portfolio’ district. It truly is an innovation driver.”

Which schools are part of the Luminary Learning Network innovation zone?
Cole Arts and Science Academy, an elementary school in northeast Denver
Ashley Elementary, an elementary school in northeast Denver
Creativity Challenge Community, an elementary school in southeast Denver
Denver Green School, a K-8 school in southeast Denver

Denver Public Schools is known nationwide for nurturing a “portfolio” of different school types, and educators around the country are watching its innovation zone.

The zone is a hybrid of sorts, often described as a “third way” of governing public schools. The four schools in the zone don’t have as much autonomy as charter schools, which are publicly funded but independently run. But they have much more freedom than traditional district-run schools.

The idea is that giving principals more control over their budgets and time allows them to better serve their students, or, in their words, to take their schools “from good to great.”

The zone is overseen by a nonprofit organization called the Luminary Learning Network. The teachers in the zone schools are still Denver Public Schools employees, but the nonprofit’s board of directors has the authority to hire and fire the principals.

Those principals can opt out of district meetings, trainings, and other requirements, which allows them to spend more time in their schools. Principals said it has been invaluable.

“When I’m there, I know what’s happening,” said Jennifer Jackson, the principal of Cole Arts and Science Academy, an elementary school in northeast Denver that is part of the zone. “I know if my fourth-grade teacher planned today. I know if she’s following through on the feedback we had about pausing.”

The zone schools can also opt out of paying for some district services. That puts money back into their budgets to pay for programs and staff tailored to their school’s needs, such as a full-time psychologist or another special education teacher.

But zone principals want to flip the financial model to one in which they get nearly all of their per-pupil state dollars up front and then opt into paying for just the district services they want. That’s how charter schools are funded, and it’s what the principals originally suggested to the district.

District officials have several concerns with that model. Zone schools are not fully independent from the district, and officials said they want to make sure they’re funded in accordance with district values. That includes pooling resources to pay for programs like high school athletics and full-day kindergarten, and spending more money on traditionally underserved students, such as students from low-income families.

Jessica Roberts, the executive director of the nonprofit that oversees the zone, said zone leaders agree with those priorities. But she said they would like more predictability in their budgets.

Under the current model, the amount of money the schools get back when they opt out of paying for some services can change each year if the department that provides those services grows or shrinks.

For example, say a school opted out this year of the services provided by Department X and got back $50 per student, which it used to hire a nurse. But Department X is making cuts next year, which means its services will only be worth $30 per student. The school can still opt out, but it’ll get less money in return, which means it may no longer be able to afford its nurse.

Roberts said she’s hopeful the district and zone can negotiate a flat fee its schools would pay to cover essential and important services, and then the schools could keep the rest. “It’s not about getting more dollars per student,” she said. “It’s about having control of those dollars.”

Before joining together in a zone, all four schools were “innovation schools,” which meant they could do things like set their own calendars and choose their own curriculum by waiving state and district rules. But the principals still had to attend district meetings and report to district supervisors, and they did not have the financial flexibility the zone provides.

Both innovation schools and innovation zones were created by a 2008 state law that Denver Public Schools helped write. The district has 58 innovation schools, which is far more than anywhere else in Colorado. Other districts, such as neighboring Aurora Public Schools, have innovation zones, but Denver’s is the only one overseen by a nonprofit board.

Denver officials had said they were planning to extend the same financial model this fall to all district innovation schools, regardless of whether they were in a zone or not, which advocates took as a sign the zone was having a greater impact. But officials recently announced they’d abandoned that plan in part because it was too complex.

Which schools are part of Denver’s innovation management organizations?

They did, however, extend the same flexibility to what the district calls “innovation management organizations,” which are networks of innovation schools. This year, there are two networks with two schools each. The district will add a third network this fall when leaders of an innovation school in Montbello take over a neighboring district-run school being shuttered for low performance.

The leaders of the innovation networks will also be involved in the negotiations over what the financial structure will look like going forward, said Jennifer Holladay, associate chief of the district department that oversees charter and innovation schools.

The district also plans to include in the discussions the leaders of any innovation schools interested in joining the Luminary Learning Network and the leaders of any innovation schools that want to form their own zone, Holladay said. The district recently posted applications for schools interested in doing either.

Schools have until Friday to submit letters of intent. Applications are due in April. The seven-member Denver school board, which has the final say, is set to vote in May.

The applications are the first of their kind. Even though the process of creating the zone has been tense and difficult at times, district officials said outside-the-box ideas are essential if Denver is going to accelerate students’ academic achievement – what the school board president Rowe called “the very good but incremental improvement we’re seeing.”

“I believe very strongly in a ‘both/and’ world where we can embrace really strong district-run schools, where we can embrace terrific innovative models like the Luminary Learning Network, where we can embrace terrific charter schools,” said Denver Public Schools Superintendent Tom Boasberg, who was on the panel about the zone last week with Rowe.

“Often, the dialogue in the public is an ‘either/or,’” he said. “I think, frankly, that’s very harmful.”

measuring up

After criticism, Denver will change the way it rates elementary schools

PHOTO: Denver Post file
Eva Severance, a first-grader, concentrates on a reading lesson at Lincoln Elementary in Denver.

Facing criticism that its school ratings overstated young students’ reading abilities, the Denver school district announced it will change the way elementary schools are rated next year.

The district will increase the number of students in kindergarten, first, second, and third grade who must score at grade-level on early literacy tests for a school to earn points on the district’s rating scale, and decrease how many points those scores will be worth, officials said.

The changes will lessen the impact of early literacy scores on a school’s overall rating, while also raising the bar on how many students must ace the tests for a school to be considered good. Denver rates schools on a color-coded scale from blue (the highest) to red (the lowest).

“We want to see more students making more progress,” Superintendent Tom Boasberg said.

Local civil rights groups, elected officials, educators, and education advocates criticized Denver Public Schools this year for misleading students and families with what they characterized as inflated school ratings based partly on overstated early literacy gains.

“At a time when this country is at war on truth, we have an obligation to Denver families to give them a true picture of their schools’ performance,” state Sen. Angela Williams, a Denver Democrat, told Boasberg and the school board at a meeting in December.

The groups had asked the district to revise this year’s ratings, which were issued in October. Boasberg refused, saying, “If you’re going to change the rules of the game, it’s certainly advisable to change them before the game starts.” That’s what the district is doing for next year.

The state requires students in kindergarten through third grade to take the early literacy tests as a way to identify for extra help students who are struggling the most to learn to read. Research shows third graders who don’t read proficiently are four times as likely to fail out of high school. In Denver, most schools administer an early literacy test called iStation.

The state also requires students in third through ninth grade to take a literacy test called PARCC, which is more rigorous. Third-graders are the only students who take both tests.

The issue is that many third-graders who scored well on iStation did not score well on PARCC. At Castro Elementary in southwest Denver, for example, 73 percent of third-graders scored at grade-level or above on iStation, but just 17 percent did on PARCC.

Denver’s school ratings system, called the School Performance Framework, or SPF, has always relied heavily on state test scores. But this year, the weight given to the early literacy scores increased from 10 percent to 34 percent of the overall rating because the district added points for how well certain groups, such as students from low-income families, did on the tests.

That added weight, plus the discrepancy between how third-graders scored on PARCC and how they scored on iStation, raised concerns about the validity of the ratings.

At a school board work session earlier this week, Boasberg called those concerns “understandable.” He laid out the district’s two-pronged approach to addressing them, noting that the changes planned for next year are a stop-gap measure until the district can make a more significant change in 2019 that will hopefully minimize the discrepancy between the tests.

Next year, the district will increase the percentage of students who must score at grade-level on the early literacy tests. Currently, fewer than half of an elementary school’s students must score that way for a school to earn points, said Deputy Superintendent Susana Cordova. The district hasn’t yet settled on what the number will be for next year, but it will likely be more than 70 percent, she said. The more points a school earns, the higher its color rating.

The district will also reduce the impact the early literacy test scores have on the ratings by cutting in half the number of points schools can earn related to the tests, Cordova said. This makes the stakes a little lower, even as the district sets a higher bar.

The number of points will go back up in 2019 when the district makes a more significant change, officials said. The change has to do with how the tests are scored.

For the past several years, the district has used the “cut points” set by the test vendors to determine which students are reading at grade-level and which are not. But the discrepancy between the third-grade iStation and PARCC reading scores – and the public outcry it sparked – has caused officials to conclude the vendor cut points are too low.

District officials said they have asked the vendors and the state education department to raise the cut points. But even if they agree, that isn’t a simple or quick fix. In the meantime, the district has developed a set of targets it calls “aimlines” that show how high a student must score on the early literacy tests to be on track to score at grade-level on PARCC, which district officials consider the gold standard measure of what students should know.

The aimlines are essentially higher expectations. A student could be judged to be reading at grade-level according to iStation but considered off-track according to the aimlines.

In 2019, the district will use those aimlines instead of the vendor cut points for the purpose of rating schools. Part of the reason the district is waiting until 2019 is to gather another year of test score data to make sure the aimlines are truly predictive, officials said.

However, the district is encouraging schools to start looking at the aimlines this year. It is also telling families how their students are doing when measured against them. Schools sent letters home to families this past week, a step district critics previously said was a good start.

Van Schoales, CEO of the advocacy group A Plus Colorado, has been among the most persistent critics of this year’s elementary school ratings. He said he’s thrilled the district listened to community concerns and is making changes for next year, though he said it still has work to do to make the ratings easier to understand and more helpful to families.

“We know it’s complicated,” he said. “There is no perfect SPF. We just think we can get to a more perfect SPF with conversations between the district and community folks.”

The district announced other changes to the School Performance Framework next year that will affect all schools, not just elementary schools. They include:

  • Not rating schools on measures for which there is only one year of data available.

Denver’s ratings have always been based on two years of data: for instance, how many students of color met expectations on state math tests in 2016 and how many met expectations in 2017.

But if a school doesn’t have data for one of those years, it will no longer be rated on that measure. One way that could happen is if a school has 20 students of color one year but only 12 the next. Schools must have at least 16 students in a category for their scores to count.

The goal, officials said, is to be more fair and accurate. Some schools complained that judging them based on just one year of data wasn’t fully capturing their performance or progress.

  • Applying the “academic gaps indicator” to all schools without exception.

This year, the district applied a new rule that schools with big gaps between less privileged and more privileged students couldn’t earn its two highest color ratings, blue and green. Schools had to be blue or green on a new “academic gaps indicator” to be blue or green overall.

But district officials made an exception for three schools where nearly all students were from low-income families, reasoning it was difficult to measure gaps when there were so few wealthier students. However, Boasberg said that after soliciting feedback from educators, parents, and advocates, “the overwhelming sentiment was that it should apply to all schools,” in part because it was difficult to find a “natural demographic break point” for exceptions.

in support

Denver school board pledges to ‘stand shoulder-to-shoulder’ with undocumented immigrants

PHOTO: John Leyba/The Denver Post
Arizona Valverde, a ninth grader at Denver's North High, holds a sign in support of the Deferred Action for Childhood Arrivals program in September 2017.

The Denver school board took a stand Thursday in support of young undocumented immigrants, urging Congress to save the Deferred Action for Childhood Arrivals program and pledging to provide opportunities for Denver educators to teach students about immigrant rights.

“You have accomplices and luchadores in us,” said board member Angela Cobián.

Cobián, who represents the heavily Latino region of southwest Denver and is the daughter of Mexican immigrants, was one of three board members who read the resolution out loud. Board member Lisa Flores read it in English, while Cobián and board member Carrie Olson, who until being elected last year worked as a bilingual Denver teacher, took turns reading it in Spanish.

“That was the most beautiful resolution I’ve ever heard read, and it’s so important,” board president Anne Rowe said when they’d finished.

The resolution passed unanimously. It says the seven-member school board implores Congress, including Colorado’s representatives, to “protect the DREAMers, providing them with the lasting solution they deserve and an end to the uncertainty they face.”

It also says the board “recognizes the importance of educators discussing and engaging with students on this issue,” including by delivering lessons explaining the Deferred Action for Childhood Arrivals program, which provides temporary protection from deportation and work permits to immigrants under 35 who were brought to the United States as children.

President Trump announced in September that he would end the Obama-era program on March 5. Lawmakers are trying to craft a plan to provide legal protections to the approximately 800,000 immigrants who are in danger of losing their DACA status. Two different deals failed to pass the Senate Thursday night.

About 17,000 such immigrants live in Colorado. Denver Public Schools doesn’t track how many of its 92,600 students are protected by DACA, but the resolution notes that many young undocumented immigrants, often referred to as DREAMers, “have attended DPS schools their entire lives or are DPS graduates who have built their lives in our community.”

The district was also the first in the country to hire, through the Teach for America program, teachers who are DACA recipients. Cobián recognized five of those teachers Thursday.

A recent national study found that DACA has encouraged undocumented students to finish high school and enroll in college. The study also noted a decrease in teen pregnancy and an increase in the number of 17- to 29-year-old non-citizens who are working.

The resolution notes that ending DACA “will be deeply harmful to our schools and community, depriving countless students, families, and educators of their peace of mind, creating widespread fear and uncertainty, and causing significant disruption to the learning environment.”

This is not the first time the Denver school board has made a formal show of support for immigrant students. A year ago, as Trump’s presidency sparked fears of an immigration crackdown, the board unanimously approved a resolution affirming the district would do everything “in its lawful power” to protect students’ confidential information and ensure “students’ learning environments are not disrupted” by immigration enforcement actions.

Below, read in full the resolution passed Thursday.