buildup

Adams 14 parents and community organizers want the school board to replace the superintendent or face consequences

A first grade student reading in Spanish in a biliteracy classroom at Dupont Elementary in Adams 14. (Photo by Yesenia Robles, Chalkbeat)

A group of parents and community members have called on the school board for Adams 14 to remove the superintendent or face recalls, walkouts, and test boycotts.

“It’s really important for the board members to hear what the community is saying,” said Janet Estrada, an Adams 14 mom who attended a recent community meeting. “I haven’t been involved in the district in the past, but I think at this point it really is a community effort. What do we need to do to ensure that we have equity in the district?”

The Commerce City-based district has faced criticism this year, in part over changes the district has implemented as it tries to improve student performance under a tight deadline. The parent concerns raised at a community meeting Friday night touched on some of those changes, but also broader concerns about school climate.

All five board members were invited and attended the meeting, organized by a group called ACABE. About 50 parents attended the meeting, though not everyone stayed the entire time. Parents shared concerns about a lack of counselors at Adams City High School, about high teacher turnover, and about desires to have the district continue the biliteracy programs past third grade. Some also said the superintendent had created a “culture of fear” in the district.

Parents repeated a call for board members to “step up or step down,” and at the end of the meeting organizers told the board they would wait a week for the board to meet their demands — which also included a request to replace the principal at Monaco Elementary and the external management company the district is working with, said Joanna Rosa-Saenz, one of the organizers of the meeting. If the demands aren’t met, she said the community is prepared to file petitions for a recall, specifically for Connie Quintana, David Rolla, and Timio Archuleta.

The targeted board members did not respond to a request for comment. Rolla said only that the meeting represented “the same people and the same complaints” the board has heard before.

Bill Hyde, a board member who has been more supportive of the some of the district’s critics, said the superintendent has a hard job, but turning the schools around also requires community support.

“I don’t think it’s an easy task at all, but if you want it to be successful, you have to have buy-in,” Hyde said. “If they’re starting to turn against you, it becomes problematic.”

Superintendent Javier Abrego said in a statement Tuesday that he could not respond to the demands made at the meeting because he was not there.

Adams 14 is under a short timeline to show improvement or the state may “take further action.” Their 2018 ratings will be based in large part on results of state tests students will take this spring.

Districts and schools must have a 95 percent participation rate on state tests. It’s one of the factors considered in the state’s ratings of schools and districts so organizers said they may be able to hurt the district and push the state closer to taking over Adams 14 by opting out. But according to state officials, if students don’t take state tests because parents excuse them, those students would not count against the district’s participation rates.

The superintendent did include in his statement that he is encouraging all students to do their best on tests.

“We’re letting them know we have strong confidence in their ability to do well,” Abrego said. “I know teachers are conveying that message as well as administrators around the district.”

Among the criticized changes intended to raise academic achievement this year was a decision to cancel parent-teacher conference days, to shorten recess times, and to stop the district’s rollout of a biliteracy program at third grade.

Estrada, who is also a teacher in Denver, said she sought out her son’s school in Adams 14 for its biliteracy program and would like it to be there past third grade.

“English-only programs show fast growth now, but in the long run it’s detrimental to our students,” Estrada said. “The superintendent wants to see growth now, but then you’re running the students into a wall instead of preparing them to leverage their first language. We want our students to succeed in the long-run, not just on one assessment.”

The superintendent and district officials have said they support bilingual education, but also said it is only the district’s responsibility to teach students English.

The school board has faced criticism before. Community members attempted to recall Adams 14 board members in 2016. The county clerk’s office approved the petitions that were to be circulated, but signatures were never turned in, said Jami Gaultney, a manager in the county clerk’s elections office.

This year, to get a recall election on the ballot, Gaultney said the clerk’s office would need to receive and verify 1,634 signatures to recall board president, Archuleta; 1,634 signatures to recall Harvest Thomas; and 426 signatures to recall Rolla. Board members Quintana and Bill Hyde, who were elected in November, cannot be recalled until at least six months after their elections. The number of signatures is based on a percentage of votes cast in the last election.

Hyde said the board has not discussed taking any action as a result of Friday’s meeting. It’s the board that ultimately should be held accountable, he said.

“I think the finger should be pointed at the board,” Hyde said. “The superintendent is the symptom, not the cause.”

colorado accountability

Test results can spell relief or gloom for state’s lowest performing schools and districts

File photo of sixth-grade students at Kearney Middle School in Commerce City. (Photo by Craig Walker, The Denver Post)

All three school Colorado districts under the gun to improve their academics showed some gains on test results released Thursday — but the numbers may not be enough to save one, Adams 14, from facing increased state intervention.

Of the three districts, only the Commerce City-based Adams 14 faces a fall deadline to bump up its state ratings. If the district doesn’t move up on the five-step scale, the state could close schools, merge Adams 14 with a higher-performing neighbor, or order other shake-ups.

The school district of Westminster and the Aguilar school district, also on state-ordered improvement plans, have until 2019 to boost their state ratings.

The ratings, expected in a few weeks, are compiled largely from the scores released Thursday which are based on spring tests.

District officials in Adams 14 celebrated gains at some individual schools, but as a district, achievement remained mostly dismal.

“We continue to see a positive trend in both English language arts and math, but we still have work to do,” said Jamie Ball, manager of accountability and assessment for Adams 14.

The district’s high school, Adams City High School, which has its own state order to improve its ratings by this fall, posted some declines in student achievement.

District officials said they are digging into their data in anticipation of another hearing before the State Board of Education soon.

In a turn likely to invite higher scrutiny, district schools that have been working with an outside firm, Beyond Textbooks, showed larger declines in student progress.

In part, Ball said that was because Beyond Textbooks wasn’t fully up and running until last school year’s second semester. Still, the district renewed its contract with the Arizona-based firm and expanded it to include more schools.

“Its a learning curve,” said Superintendent Javier Abrego. “People have to get comfortable and familiar with it.”

For state ratings of districts and high schools, about 40 percent will be based on the district’s growth scores — that’s a state measurement of how much students improved year-over-year, when compared with students with a similar test history. A score of 50 is generally considered an average year’s growth. Schools and districts with many struggling students must post high growth scores for them to get students to grade level.

In the case of Adams 14, although growth scores rose in both math and English, the district failed to reach the average of 50.

Credit: Sam Park
PARCC, district on state plans
Credit: Sam Park

Westminster district officials, meanwhile, said that while they often criticize the state’s accountability system, this year they were excited to look at their test data and look forward to seeing their coming ratings.

The district has long committed to a model called competency-based education, despite modest gains in achievement. The model does away with grade levels. Students progress through classes based on when they can prove they learned the content, rather than moving up each year. District officials have often said the state’s method of testing students doesn’t recognize the district’s leaning model.

“It’s clear to us 2017-18 was a successful year,” said Superintendent Pam Swanson. “This is the third year we have had upward progress. We believe competency-based education is working.”

The district posted gains in most tests and categories — although the scores show the extent of its challenge. Fewer than one in five — 19.6 percent of its third graders — met or exceeded expectations in literacy exams, up from 15.9 percent last year.

Students in Westminster also made strong improvements in literacy as the district posted a growth score of 55, surpassing the state average.

Westminster officials also highlighted gains for particular groups of students. Gaps in growth among students are narrowing.

Schools still on state ordered plans for improvement, and deadline for improvement

  • Bessemer Elementary, Pueblo, 2018
  • Heroes Middle, Pueblo, 2018
  • Risley International Academy, Pueblo, 2018
  • HOPE Online Elementary, Douglas 2019
  • HOPE Online Middle, Douglas, 2019
  • Prairie heights Middle, Greeley, 2019
  • Manaugh Elementary, Montezuma, 2019
  • Martinez Elementary, Greeley, 2019

Look up school results here.

One significant gap that narrowed in Westminster was between students who qualify for free or reduced-price lunch, a common measure of poverty, and those who don’t. In the math tests given to elementary and middle school students, the difference in growth scores between the two groups narrowed to three points from 10 points the year before, with scores hovering around 50.

Results in individual schools that are on state plans for improvement were more mixed. Three schools in Pueblo, for instance, all saw decreases in literacy growth, but increases in math. One middle school in Greeley, Prairie Heights Middle School, had significant gains in literacy growth.

The Aurora school district managed to get off the state’s watchlist last year, but one of its high schools is already on a state plan for improvement. Aurora Central High School has until 2019 to earn a higher state rating or face further state interventions.

Aurora Central High’s math gains on the SAT test exceeded last year’s, but improvement on the SAT’s literacy slowed. The school’s growth scores in both subjects still remain well below 50.

Look up high school test results here.

leading a district

Adams 14 is restructuring leadership team after yearlong exodus of top staff

Javier Abrego, superintendent of Adams 14 School District, speaks to parents at a forum April 17, 2018. (Photo by Hyoung Chang/The Denver Post)

A stream of top-level departures in Adams 14 has left teachers uncertain about the school district’s direction and has some blaming a culture lacking respect and cooperation.

Just four of the 11 directors who started the 2017-18 year remain with the district today. Superintendent Javier Abrego, who was hired in 2016, has restructured his team and made new hires — changes a new communications team describes as a long-sought strategic shake-up to better align salaries and skills to people’s jobs.

Regardless of the reasons, the turnover has rattled district employees, including teachers who say there is constant uncertainty about where the district is headed.

“It’s about how you make the people around you feel,” said teacher Deborah Figueroa. “I have no faith in the administrative team the superintendent has pulled together right now. You want to be inspired.”

It particularly matters to Adams 14, which has struggled to raise the academic achievement of many students, as it approaches a possible state decision to mandate changes if state ratings due out this fall don’t improve.

“In practice, superintendents, they set the tone of the debate for what reform is going to look like,” said Ashley Jochim, a senior research analyst at the Center on Reinventing Public Education. “In that way they can inspire people or they can really undermine that goodwill.”

Throughout the school year, as cabinet leaders left, some positions were eliminated, other staff members shifted positions or took on more roles, and other jobs were left vacant.

Barb McDowell, a district teacher and union president, said teachers often don’t know who to call if they need administrative help. Making matters worse, she said, at one point, the superintendent cut off communications with her over their disagreements.

“Some people think collaboration is agreeing all the time,” McDowell said. “I think it’s having different voices at the table. But nobody is working with us on anything. Our voices aren’t being heard or even asked for.”

Jochim said throughout her research, she believes one of the most important things for superintendents pushing reform is their ability to work with the community and with politicians to gain support for changes.

The superintendent turned down several requests for an interview for this story.

“I was hired to turn this district around, which requires that we make strategic changes and tough decisions, especially in the areas where our practices are not producing the results that we want and need,” Abrego said in written statement. “We can’t expect different results if we don’t make the appropriate changes to central office and in our schools.”

One example of a change was an administrator who was shifted from a human resources position, for which she had no prior experience, into an executive director position overseeing instruction, for which she does have some qualifications.

But researchers say that although turnover is inevitable when districts are in the middle of reform, the timing of the turnover in Adams 14 could suggest staff have lost confidence in a plan they first bought in to, or that necessary changes were delayed.

“And that would be quite worrying,” Jochim said.

Cynthia Trinidad-Sheahan, the district’s former director of secondary schools and most recently director of educator effectiveness, said she felt a disregard for her opinions which she said were based on her experience doing turnaround work.

“You’re supposed to be collaborating with other leaders,” said Trinidad-Sheahan, who resigned in May. “What it came down to is, they want those who are just going to do what they ask. They don’t want to be questioned.”

Adams 14 has always had problems with retaining staff. According to state data, turnover rates for its administrators are often higher than in districts with similar-sized administration teams, or in other metro-area districts. Last year’s turnover rate in Adams 14 was about 26 percent.

That instability, in turn, could be affecting principals. The turnover rate among principals in Adams 14, which was 52 percent last year according to state records, is much higher than in similar-sized districts or than other metro area districts.

Recent turnover has heightened anxiety for some students, parents, and teachers watching the clock runs down for the state to see improvement.

Just last year, Adams City High School students took to the streets to protest the inconsistency in their school leadership. The school has had six principals in as many years.

This year there were also organized protests by teachers who said there were too many teachers who were losing their jobs, while they felt that incompetent principals and administrators remained in place.

And the district’s school board hasn’t been immune from instability. Last month, the school board’s president suddenly resigned more than a year before his term ended.

Candidates who were looking to fill the board position expressed concern about a lack of leadership in the district.

“Leadership starts with this board and the superintendent, and at times we have appeared to be lacking in that area,” Joseph Dreiling told the board during his interview.

In the end, Sen. Dominick Moreno, a popular figure in the area, was selected for the role. Board members said they believed he could help them work together, and mend relationships with the community.

One important question for the board, and one on which the members have not had consensus, is on how they should manage the superintendent. He has not had a written evaluation during his tenure.

Some board members said that taking community complaints to the superintendent and asking him to fix them would be micromanaging. Other board members say they should be better informed about what the district is doing, and not be caught off guard every time a community member explains an issue new to them.

Top-level decision-making represented the only more specific question the board had when seeking to fill its vacancy — asking candidates to describe what the board’s role should be relative to the superintendent.

Moreno told the board that the superintendent should be held accountable.

“The superintendent is the only employee that the board actually has oversight over,” Moreno said. “This is the policymaking body and you evaluate your employee according to their ability to carry out the policies you set forward.”

Some community members have also talked to the board about turmoil and the superintendent’s leadership. So much so that the board has created new guidance for speakers at meetings, asking them not to use names of district staff, and asking them not to “attack” any specific people.

Among the administrative changes that will be evident this coming school year is the elimination of “chiefs” as part of any title. Sanchez, the district’s new manager of strategic communications, said part of the reason for reorganizing titles and roles was to bring more consistency to people’s salaries, and to have a more organized hierarchy of responsibilities.

For instance, the former chief financial officer, Sandy Rotella, had a contract directly with the board which started at $150,000 three years ago. As a comparison, the superintendent was hired in 2016 at a salary of $165,000.

Rotella retired in November, and her position was restructured and filled in the spring. Now, the executive director of budget, operations, and construction, who oversees Rotella’s and another eliminated position’s work, has a base salary of $128,546.

This year, six people will report directly to the superintendent, with some people who were previously directors now taking on new lower-level titles under the executive team. There are also some new lower-level positions.

In one example, the district’s director of English language development, Edilberto Cano, was placed on leave in December after a community uproar over changes to the biliteracy program. The district was rolling out a K-5 program to foster biliteracy in part by teaching students to read in their native language first, which can strengthen their English later. But the district decided to stop the changeover for now.

Then, as the superintendent cut off ties to the university that was helping with biliteracy instruction, Cano’s position was eliminated. The new position overseeing services for English learners is no longer a director, but rather a “culture and language development manager,” several steps removed from the superintendent.

Biliteracy program changes were the hardest on teachers, they say, because guidance changed throughout the year.

Figueroa, the middle school teacher, will also have a new principal this year. Principals are often key in how much administrative changes impact teachers, McDowell said.

So this summer, some said they are anxious, waiting to see how the latest changes will play out.

The superintendent, in his statement, said he expects changes to continue to “strengthen our climate and culture as an organization.”

“I’m completely not looking forward to the school year,” Figueroa said. “It’s a negative impact on the grown-ups, therefore, a negative impact on our kids.”

2017 Position Responsibilities 2018 Position
Shelagh Burke, Director of Federal Programs and Interim Director of Education Technology Federal funding and IT Shelagh Burke, Executive Director of Federal Programs and Interventions, and Technology
Sandy Rotella, Chief Financial Operations Officer
Retired
Budget and finance Sean Milner, Executive Director of Budget, Operations and Construction
Eddie Storz, Director of Finance, reporting to Sandy Rotella Budget and finance Eddie Storz, Director of Finance, reporting to Sean Milner
Gionni Thompson, Chief Operating Officer
Relieved of duties
Facilities and operations Duties absorbed by Sean Milner’s position
Robert Frantum-Allen, Director of Student Support Services
Resigned
Special education, gifted and talented, mental health supports Shay Lynn Carter, Director of Student Support Services
Janelle Asmus, Public Engagement Officer
Resigned
Communications Alex Sanchez, Manager of Strategic Communications
Jeanette Patterson, Director of Human Resources Staff recruitment and retention Darci Mohr, Executive Director of Human Resources and Legal
No equivalent position Staff recruitment and retention Vacant, Director of HR, reporting to Darci Mohr
Matt Schwartz, Director of Secondary Education Secondary schools Matt Schwartz, + one vacancy, Directors of Teaching and Learning (2 positions)
Cynthia Trinidad-Sheahan, Director of Educator Effectiveness
Resigned
Teacher training and evaluation Mark Langston, Educator Effectiveness Manager
Edilberto Cano, Director of English Language Development
No longer employed, details unclear
English Language Learner services and biliteracy Tonia Lopez, Culture and Language Development Manager
Ruben Chacon, Director of Teaching and Learning for Climate and Culture English Language Learner services and biliteracy Ruben Chacon, Student Intervention Officer

(Sam Park | Chalkbeat)