learning curve

Westminster school will reopen as a Marzano lab school ‘to take on problems we haven’t solved yet’

Teacher Amy Adams walks around her classroom checking on students working independently on math at Flynn Elementary School in Westminster. (Photo by Yesenia Robles, Chalkbeat)

An extended day and school year, new extracurricular activities including martial arts and lacrosse, and new uniforms are all part of what students can expect at a new Westminster school this fall.

The district plans to close Flynn Elementary School in north Westminster and re-open it as a Marzano Academy, only the second school in the country designed by local education researcher Robert Marzano. This is part of the district’s improvement plan approved by the state last year as it tries to change years of low performance.

The board of education for Westminster Public Schools Tuesday night approved the closure of Flynn Elementary along with an innovation plan to reopen the school as a Marzano Academy.

Flynn Elementary, near the corner of 88th Avenue and Lowell Boulevard, currently serves about 275 students of which 75 percent qualify for free or reduced price lunch, a measure of poverty. The school’s teachers will lose their jobs, but students will automatically be re-enrolled to stay in the building when the school reopens in the fall.

The Marzano Academy model will be used to help the school’s teachers — and others across the district — improve their use of the district’s competency-based learning model. It’s an approach that calls for students to be grouped and to advance based on what they have proved they learned, not based on their age or how long they’ve been in one grade level.

Westminster schools have been using the model for about seven years, but the majority of the district’s students have not performed well on annual state ratings. District officials have argued that the state’s way of testing students isn’t fairly tracking their progress, but state officials haven’t excused the district. Now after years of low ratings from the state, the district is on a timeline to show students making improvements, or it could face more action from the state.

District officials worked with Marzano this year to write the school’s innovation plan which details a five-level framework for high quality that starts with creating a safe culture.

The plan was not made public until after the board vote Tuesday night. In it, there are details about the school’s plan to personalize learning, including requiring that every student complete a project every year. There are also specifics about teacher coaching and evaluation.

The Marzano Academy will be run as a lab school where teachers will be coached on using the best strategies to teach students so they can then model those strategies for other educators in the district or across the country. Marzano said being a lab school also means studying problems.

“The lab part is to take on problems we haven’t solved yet such as how do you teach kids at a developmentally appropriate level but make sure on some external test they are performing well,” Marzano said. “There’s no easy answer to that. There will be some very interesting things to discover.”

The school will open as a pre-kindergarten through fifth grade school, just as it is now, and will expand to include sixth through eighth grades, or levels as they are called in the district, in fall of 2019. This fall, all students currently at Flynn will be automatically enrolled to stay at the school when it opens as the Marzano Academy, but in the future, the school will no longer be a neighborhood-boundary school.

Principal Brian Kosena said that even though the school will become an open enrollment school without boundaries, students will not be hand-picked, although there will be caps on the number of students accepted each year.

“The idea of these research-based practices are that they should make a difference no matter what school or student population you serve,” Kosena said. “It benefits us, and it benefits Marzano if the school represents the neighborhood that the school is in. We want to maintain a neighborhood feel.”

The school is seeking to open as an innovation school to allow it to be free from laws and rules created for the traditional education model, according to the plan. The status must next be approved by the State Board of Education.

“Currently, local policies limiting the length of the school year, the school day, and school choice are all barriers to realizing the full potential of the plan,” the document states. “State regulations and policies regarding teacher qualifications currently prohibit or limit the use of otherwise competent individuals in the teaching process.”

Colorado’s innovation law, which grants schools flexibility from state laws, and district or union rules, states that as part of the process to convert a school into an innovation school, staff must vote and a majority must approve the plan. But in this case, because the current school — Flynn Elementary — will close, and because the Marzano Academy will open in the fall as a new school, no staff vote will be required.

Denver Public Schools followed a similar process between 2010 and 2012. The local teachers union sued the district, but last year, the state Supreme Court ruled in favor of the district and stated that the process was allowed.

All teachers currently at Flynn Elementary will be out of a job at the end of this school year. Those who want to work at the school when it reopens as a Marzano Academy must apply for positions. District officials say the current Flynn teachers will be guaranteed an interview, but will not have any other preference in the hiring process.

Asked if teachers will be placed in other district schools if they aren’t hired at Marzano, Kirk Leday, the district’s chief of staff and human resources director said in a statement, “We are confident that all of our non-probationary teachers will secure a position in our district for next year.”

Read the full innovation plan:



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)

new faces

State Sen. Dominick Moreno among candidates for Adams 14 board vacancy

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

A state senator is one of five candidates seeking to fill a vacancy on the school board for the troubled Adams 14 school district.

Dominick Moreno, a Democratic state senator whose district includes most of Adams 14, will be among the candidates the board will interview for the position on July 9.

Moreno said he got a legal opinion from legislative services that states he can serve on a local school board while maintaining his seat as a state senator.

The other candidates include:

The vacancy was created two weeks ago when then-board president Timio Archuleta abruptly resigned, citing the need for new voices and opinions on the board.

Many parents and advocates celebrated the resignation, saying it brought hope that the district, which has had made several unpopular decisions in the last year, would listen to the community and change. Adams 14 is facing state intervention after years of low performance and has experienced significant staff turnover in the last year.

The board, by law, has 60 days to fill the vacancy. The board is currently scheduled to vote on July 9 after the candidate interviews. The selected candidate will serve out Archuleta’s term until the next election in November 2019.

Moreno, who graduated from Adams City High School, has been a vocal supporter of the district throughout their turnaround process.

“Obviously the district is at a critical juncture on the accountability clock, and there’s been some unrest in the community,” Moreno said Thursday. “I believed we needed candidates who could come on to the school board and have the relationships and the experience needed to pull everybody together with a common vision.”

Moreno said he didn’t have any strong opinions on the controversial decisions the district has made this past year, including the pause of a biliteracy program, saying only that he would have a lot of homework to do if appointed and that every decision would be reviewed.

In the legislature, Moreno served on the influential Joint Budget Committee and sponsored legislation that required schools to serve breakfast to students from low-income families. He also supported a bill last year that created the opportunity for school districts to offer the seal of biliteracy, an additional endorsement on high school diplomas for students who could demonstrate fluency in two languages. Adams 14 was one of the first three districts to offer the seal, and it is still one of the components of its bilingual education program.

The school district posted the list of candidates Thursday evening.

Meanwhile, last week, the remaining four members of the district’s board voted to name Connie Quintana as the board’s president in a long process that included two failed attempts to reach a decision. Board member Bill Hyde criticized the process as a “circus.”