Knock knock

House call: One struggling Aurora high school has moved parent-teacher conferences to family homes

A social studies teacher gives a class to freshman at Aurora Central High School in April 2017. (Photo by Yesenia Robles, Chalkbeat)

When Aurora Central High School held traditional parent-teacher conference nights, fewer than 75 parents showed up.

This year, by taking the conferences to students’ homes, principal Gerardo De La Garza says the school has already logged more than 400 meetings with parents.

“This is something a lot of our families wanted,” De La Garza said. “We decided we wanted to add home visits as a way to build relationships with our community. The attendance at the traditional conferences was not where we wanted it to be.”

The home visits aren’t meant to reach every single student, though — the school has more than 2,000 enrolled this year. Instead, teams of teachers serving the same grade of students work together to identify students who need additional help or are having some issues. On Fridays, when the school lets out early, teachers are to go out and meet with those families. In some cases, they also schedule visits during other times.

Some parents and students say they weren’t made aware about the change and questioned if it was a good idea, while others welcomed the different approach.

“I felt when we go home that’s kind of our space, so I wasn’t comfortable with it,” said Akolda Redgebol, a senior at Aurora Central. Her family hasn’t had a home visit. “My parents, they thought it was a little odd, too.”

A father of another Aurora Central senior spoke to the school board about the change at a meeting earlier this month.

“There’s been a lot of changes over all these years, but one thing we could always count on was the opportunity to sit down with our child’s teachers during parent teacher conferences,” he said. “I hope this new program works, I really do, but why stop holding parent teacher conference nights at the high school? I haven’t had a single meeting. I haven’t met any of his teachers this year. Also why weren’t the parents told? I got two text messages, an email, and a phone call to let me know about a coffee meeting, but not a single notice about cancelling parent teacher conferences.”

Research examining the value of parent-teacher conferences is limited, but researchers do say that increased parent engagement can help lift student achievement. This year, the struggling Commerce City-based school district of Adams 14 also eliminated traditional parent-teacher conference nights from their calendar as a way to make more use of time. But after significant pushback from parents and teachers, the district announced it will return to the traditional approach next year.

Aurora Central High School is one of five in Aurora Public Schools’ “innovation zone,” one of Superintendent Rico Munn’s signature strategies for turning around struggling schools.

The school reached a limit of low performance ratings from the state and last year was put on a state-ordered improvement plan. That plan allowed the school to press on with its innovation plan, which was approved in 2016 and grants it some autonomy for decisions on its budget, school calendar, and school model.

As part of the school’s engagement with parents, the school in the last few years has hired a family liaison, though there’s been some turnover with that position. The school also hosts monthly parent coffee nights, as has become common across many Aurora schools.

As part of the innovation plan, school and community leaders also included plans to increase home visits.

Home visits have also become popular across many school districts as another way to better connect with families. Often, teachers are taught to use the visit as a time to build relationships, not to discuss academic performance or student behavior issues.

That’s not the case at Aurora Central. Principal De La Garza said it is just about taking the parent-teacher conference to the parent’s home. And teachers have been trained on how to have those conversations, he said.

The innovation plan didn’t mention removing conference nights, however.

De La Garza said that’s because parent-teacher conferences are still an option. If parents want to request a conference, or drop by on Fridays to talk to teachers, they still can.

Those Fridays when students end classes early are also the days teachers are expected to make house calls to contact families.

Teachers are expected to reach a certain number of families each Friday, though school and district staff could not provide that exact number.

Bruce Wilcox, the president of the Aurora teachers union, said that it’s important to better engage families, but that balance is needed so not all of the responsibility is put on teachers who are already busy.

Wilcox said he would also worry about teachers having less access to resources, such as translators, during home meetings.

Maria Chavez, a mother of a freshman at Aurora Central, just had a home visit last week. She learned about the school’s strategy when she was called about setting up the visit.

Another, older daughter, was the interpreter during the home meeting with three teachers.

“For me, it was a nice experience,” Chavez said. “As parents, and even the kids, we feel more trust with the teachers.”

Chavez said she goes to parent-teacher conferences with her elementary-aged daughter, but doesn’t always have time for conferences with her high-school-aged daughter, so the home visit was convenient. Chavez also said she was able to ask questions, and said the teachers were able to answer her concerns.

“Maybe I wouldn’t say this should be how every conference happens,” she said, “but it is a good idea.”

take note

Aurora is rolling out new curriculum to catch up with how teachers teach writing

A fourth grader in Aurora's Peoria Elementary takes notes while reading. (Photo by Yesenia Robles, Chalkbeat)

After fourth-graders at Aurora’s Peoria Elementary read “Tiger Rising” as a group last week, several excitedly shot up their hands to explain the connections they had made.

“It’s not just a wood carving, it represents their relationship,” one student said about an object in the book. Others talked about another symbol, the lead character’s suitcase, while one student wondered about the meaning of the story’s title.

Nick Larson’s class rushed back to their desks, excited about what they had learned and ready to look for symbols in their own books during independent reading time. As they read, students filled their books, including the “Lost Treasure of the Emerald Eye,” “Because of Winn-Dixie” and “Super Sasquatch Showdown,” with sticky notes about what they were noticing in the text.

It’s one small way Aurora teachers are integrating writing and reading, a practice officials refer to as “balanced literacy.” It means reading about writing, and writing about reading. It’s not a new teaching practice, but the district has spent $4.7 million on new literacy curriculum from two different sources — schools get to pick one — to help teachers combine those lessons.

The materials replace curriculum adopted in 2000.

At Peoria, a school of about 429 students, of which approximately 90 percent qualify for free or reduced-price lunch, an indicator of poverty, teachers were using some of the new curriculum last year. Larson, who also coaches other teachers half of the day, said he pushes students to think about what the author might have wanted them to feel. He asks students to write about the characters in the books they read, to better understand them.

“We’re trying to make connections throughout the day,” Larson said.

The previous literacy materials called for teaching reading and writing separately, and some didn’t include writing. They also no longer aligned with standards that the state changed in 2010.

An internal Aurora audit found different schools using a wide variety of resources as they supplemented the out-of-date curriculum.

And this fall, district staff found another reason why the new curriculum was necessary.

In dissecting state test results, Aurora discovered that about 40 percent of its third-through-eighth-graders earned zero points on certain writing sections of the test.

“We’ve got to address that,” said Andre Wright, Aurora’s chief academic officer. “You can’t leave that level of opportunity on the table. We just can’t do that.”

Starla Pearson, the district’s executive director of curriculum and instruction, explained that she expects to see changes soon.

“With the literacy curriculum that is in place right now, I have great confidence,” Pearson said. “We did not have something that specific, looking at writing instruction.” All of the curriculum now, she said, does include writing resources.

“This gives me such encouragement on the one hand because it’s a pretty simple fix … you’re seeing a real clear path to increasing points,” said Debbie Gerkin, an Aurora school board member. “The discouraging part is why wasn’t this happening?”

But about three-quarters of Aurora schools were already using the writing half of the curriculum before this year. Now all elementary and middle schools will use both the reading and writing parts of the district’s newly adopted curriculum. The district is now reviewing potential changes to high school curriculum.

District officials told the board that it’s possible the change in state tests in 2015 may have also contributed to the low scores. Previously, students took separate reading and writing tests and earned separate scores. The new state tests ask students to read a passage, and then respond to it in writing, combining the subjects.

Aurora officials said they didn’t have a way to compare the results they found with other districts. Colorado and most districts do not have comparable detailed results on segments of the state tests.

Wright said this information has prompted him to ask many questions internally. For starters, Aurora will focus training for teachers on combining reading and writing lessons. The district has spent $180,000 to provide teacher training on using the new resources.

But Bruce Wilcox, the president of the Aurora teachers union, said that teachers have been concerned about the limited time they had to learn and explore the new materials, which were only provided to them a few weeks before classes started.

Pearson said early anecdotal feedback has been positive.

“Teachers are saying, ‘thank you, we have a resource,’” she said.

Larson, who was one of 36 teachers from 10 schools who got to review and recommend which curriculum the district should adopt, said he likes several aspects of the materials.

“I feel like I’m being pushed as a teacher,” Larson said.

The district plans to survey teachers about the materials, and will look at internal test data throughout the year, as well as writing results next year to look for improvements.

“We will see a difference,” Pearson said.

blueprint

Shrinking here, expanding there, Aurora district wants to hear your thoughts on how to handle growing pains

A student at Vista Peak in Aurora works on an assignment. (Photo by Nicholas Garcia, Chalkbeat)

The Aurora school district faces sharply dropping enrollment in its northwest corner, but anticipates tracts of new homes filled with students to the east in coming years. To help figure out how it should manage its campuses, the district is turning to the public.

The district held its first of four public meetings Wednesday, and has launched an online survey to gather more input. About 20 attendees Wednesday afternoon answered questions about their thoughts on Aurora — an overwhelming majority said it’s diversity that makes the district unique — on the most important thing schools should have — most said good academic programs — and expressed a desire for more science-technology-engineering-and-math programs, as well as dual-language programs.

Then participants talked with moderators from an outside consultant group hired by the district, while district staff and board members floated around listening to conversations.

The district seeks to address challenges explained to the school board last year, posed by declining, and uneven, enrollment.

In the east of the district, development is planned on empty land near E-470 and out to Bennett, and schools may be needed.

In historic, central Aurora, bordering Denver, gentrification is causing one of the district’s fastest drops in enrollment. But because many of those schools were so crowded, and are typically older buildings, the schools may still need building renovations, which would require an investment.

Aurora district officials told the school board they needed a long-term plan that can support the vision of the district when making facilities decisions.

The decisions may also affect how the district works with charter schools. Enrollment numbers show more families are sending their children to charter schools, and the district is asking questions to find out why.

The online survey, translated into the district’s most common 10 languages other than English, includes questions about why parents choose Aurora schools, what kinds of programs the district should expand, and about whether school size should be small or large.

The survey will be online until Sept. 24.

In the next phase of planning, a task force will draw from community input to draft possible “scenarios.” That task force includes one teacher and several officials from the district and other organizations such as the Aurora Chamber of Commerce, the Aurora branch of the NAACP and the Rotary Club of Aurora. The members include high-profile names such as Skip Noe, the former Aurora city manager who is now chief financial officer of Community College of Aurora, and William Stuart, one of the district’s former deputy superintendents.

A second task force of Aurora district officials will create action plans for the different scenarios.

Both groups will meet through December.

The next public meetings where you can provide your input are:

  • Thursday, Sept. 6, 6 p.m.
    Vista PEAK Preparatory, 24500 E. 6th Ave.
  • Saturday, Sept. 15, 10 a.m.
    Aurora West College Preparatory Academy, 10100 E. 13th Ave.
  • Monday, Sept. 17, 6 p.m.
    Mrachek Middle School, 1955 S. Telluride St.