next steps

Adams 14 pledges ‘transformational change’ as Colorado revisits school improvement plans

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

Two Colorado school districts face critical hearings this fall that will determine how much autonomy they’ll retain after failing to turn around years of dismal performance.

Two schools in the Pueblo 60 district in southern Colorado, Adams City High School, and the entire Adams 14 district based in Commerce City are now in their eighth year on a state watchlist and will need to come back before the State Board of Education in November to explain why improvement plans approved last year didn’t generate the hoped-for progress in student achievement.

These hearings will mark the first time state officials revisit the school and district improvement plans. While state takeover isn’t on the table, as it has been in other states, they could tell school administrators to keep working on their plans, make small tweaks, or order more drastic intervention, including closing schools, turning over management to outside organizations or even dissolving districts, though that last option would be politically challenging.

A spokesman for the Adams 14 district said leaders there recognize they need to make “transformational change.”

“We will have to prove to the state board that we are serious this time,” said Alex Sanchez, the district spokesman. “We’ve been at this eight years, and we need to be reflective of those eight years and make sure we are moving forward with an actual plan that will truly address the needs of Adams 14 children.”

The Colorado Department of Education released preliminary school ratings based on spring test scores and other data late last month. Adams 14 remained on “priority improvement,” the second lowest tier in the state’s five-tiered rating system for districts.

Through multiple school boards and three superintendents, the district did not meet promises to raise scores enough to escape from the state’s watchlist — also known as the accountability clock. The State Board of Education last year gave Adams 14 just one year to demonstrate progress. Most other schools and districts on the list got at least two years to see if their plans yielded better outcomes.

In test scores and then ratings released in August, Adams 14 showed some areas of improvement, but not enough to raise the state’s overall rating for the district.

Schools and districts can appeal their ratings, and they don’t become final until December.

Adams 14 may appeal the ratings of up to three schools, and that could change the district’s overall rating. But Sanchez said Superintendent Javier Abrego, his new leadership team, and the school board recognize that the district needs to make large-scale changes regardless of the outcome of those appeals.

“It’s not about going after a decimal of a point here and there,” Sanchez said. “We really need to address the hard realities.”

State education officials don’t want to wait too long before looking at next steps for struggling schools and districts.

“We’re moving forward,” Colorado Department of Education Deputy Commissioner Alyssa Pearson told the state board earlier this month.

Colorado Department of Education

A state review panel will visit Adams 14 schools and make recommendations by October. The state also plans to solicit written feedback from community members before the next hearing.

State accountability officials want the state board to render a decision on the same day as the hearing.

The quick turnaround is intended to allow plenty of planning time if the state board wants to order more substantial changes. The first time the state board reviewed improvement plans, in spring 2017, it largely accepted districts’ proposals and shied away from more aggressive interventions.

But some board members complained that the short time frame essentially gave them no choice. How, for example, were they to order turning over school management to a charter organization for the next school year if no potential operator had been identified in the spring?

Will the state board press for more changes this time? That remains to be seen. State board member Jane Goff asked skeptically if her fellow board members want districts to “start from scratch” and suggested these meetings would be a “check-in” rather than a full hearing.

Board member Val Flores said pushing for too much change can hurt kids.

“We want change for the better, but change can hurt — and the people who hurt the most are kids,” she said. “We can’t hurry along a process that is going to take time.”

The improvement plan for the 7,500-student Adams 14 district includes a partnership with Beyond Textbooks, an Arizona-based nonprofit now also working in the Sheridan district. The nonprofit’s role in Adams 14 includes training teachers to help students reach state standards and to better work with students who don’t grasp material the first time, as well as train coaches for teachers.

The improvement plan was partly tied to a biliteracy program that the district has put on hold, a source of ongoing disagreement and frustration in the district, which has one of the highest percentages of English language learners in the state.

The pressures of turnaround work have frayed relationships with the community and with district staff, with parents pushing back against the loss of the biliteracy program, cuts to recess, and other changes. The top leadership team saw extensive turnover in the past year, and the board president resigned.

Communication has not always been smooth either. State officials went to Adams 14 board meetings throughout the year to provide updates, often alerting the school board that the district was not on track to meet targets. School board members were sometimes surprised to hear the news. After hearing the concerns of one state official at a meeting in February, board members argued about whose responsibility it was to keep up progress toward the state-ordered plan.

Sanchez said district officials and board members know they need to work with the state and that the district may need outside help to make big changes.

“Moving forward, we have to think big, we have to think bold, we have to think transformational change,” he said. “It will take many resources and many strategic partners to get that work done.”

Chair Angelika Schroeder said the state board will be focused on the needs of students.

“Poor education hurts kids,” she said. “The kids are why we’re thinking about intervening in a district.”

Reporter Yesenia Robles contributed.

making the rounds

Tennessee’s new education chief ‘very confident’ that online testing will be smooth in April

PHOTO: Shelby County Schools
Tennessee's new education commissioner Penny Schwinn (second from left) met with Douglass High School students and Shelby County Schools leaders Friday.

As Tennessee’s new education commissioner wrapped up her second week on the job by visiting four schools in Shelby County, Penny Schwinn said she feels “very confident” the state has learned from its mistakes in online testing.

During the more than three-hour ride to Memphis on Friday, Schwinn said she continued to pore over documents showing evidence that the corrections the state department staff have put in place will work.

“I feel very confident that our team has looked into that,” she told reporters in a press conference after meeting with students. “They’re working with the vendor to ensure that testing is as smooth as possible this year.” Currently the state is working with Questar, who administered TNReady online last year.

She also said the state’s request for proposals from testing vendors, which is already months behind, will be released in about two weeks.

PHOTO: Shelby County Schools
From left: John Bush, principal of Douglass High School; Penny Schwinn, Tennessee Education Commissioner; and Joris Ray, interim superintendent for Shelby County Schools.

“No later than that,” she said. “We hope and expect to have a vendor in place before the end of the fiscal year,” in late June.

The day Schwinn was hired, she said getting state testing right would be her first priority. Three years of major technical failures have severely damaged the trust educators and parents have in the state’s test, TNReady. It is the main measure of how schools and teachers are doing, but state lawmakers exempted districts from most testing consequences in 2018.


From Schwinn’s first day on the job: Tennessee’s new education chief wants to ‘listen and learn’ with school visits


Prior to talking with reporters, Schwinn said she heard “hard-hitting questions” from several students at Douglass High School in Memphis about what the state can do to improve education. Schwinn has said she will visit Tennessee schools throughout her tenure to ‘listen and learn’ by talking to students and educators.

Reporters were not allowed to attend the student discussion with Schwinn and some Shelby County Schools leaders.

Douglass High entered Shelby County Schools’ turnaround program, known as the iZone, in 2016 and saw high academic growth in its first year. But test scores fell this past year as the state wrestled with online malfunctions.

Timmy Becton Jr., a senior at Douglass High, said he hopes for fewer tests and more projects to demonstrate what a student has learned. Those kind of assessments, he said, can help a student connect what they are learning to their daily life.

PHOTO: Shelby County Schools
Tennessee’s new education commissioner met with students at Douglass High School and Shelby County Schools leaders.

“We figured it would be a different way to measure and see how much knowledge a student really has on a specific subject,” he told Chalkbeat after meeting with Schwinn during a student roundtable session. “It’s a good alternative to taking tests.”

He said he was “surprised and happy” to see Schwinn actively seek student perspectives.

“I really think that’s the most important part because students are the ones going to school every day,” Becton said. “So, if you want to find a good perspective on how to solve a problem, it’s really great to talk to the people who are actively involved in it and the people who are actually experiencing these problems directly.”

The state’s annual testing window runs from April 15 to May 3.

School discipline

Michigan schools have expelled fewer students, but that may not be cause for celebration

PHOTO: Getty Images

Michigan schools have expelled far fewer students since the state enacted laws aimed at cutting back on expulsions. But an advocate who’s pushed for an end to zero-tolerance policies pointed out persistent problems and told elected state education leaders this week that, “We shouldn’t start celebrating yet.”

This is why: Peri Stone-Palmquist, executive director of the Ypsilanti-based Student Advocacy Center, told State Board of Education members that in the 18 months since the new laws took effect in 2017, expulsions have dropped 12 percent. But she’s concerned that too many school leaders don’t understand the law or are ignoring its requirements. And she believes some schools are finding other ways of kicking kids out of school without expelling them.

Michigan did away with zero-tolerance policies that had earned it a reputation for having some of the toughest disciplinary rules in the nation. In their place, lawmakers instituted new rules, such as requiring schools to consider seven factors — including a student’s age, disciplinary record, disability and seriousness of the incident — in making expulsion decisions.

“We have had districts and charters tell advocates that they would not consider the seven factors at all,” Stone-Palmquist said. Others aren’t sharing with parents and students how those seven factors were used. And she said there’s a general “lack of understanding of lesser interventions and the persistent belief that lengthy removals remain necessary.”

That’s a problem, she and others say, because of the negative consequences of kicking students out of school. Studies have shown that students kicked out of school are often missing out on an education and are more likely to get into trouble. Advocates also worry that expulsion exacerbates what they describe as a “school-to-prison” pipeline.

She said advocates are noticing that more students are receiving long suspensions, an indication that some schools are suspending students rather than expelling them. Hiding students in suspension data won’t work much longer, though. Michigan now requires schools to collect such data, which soon will be public.

Stone-Palmquist also said that some schools aren’t even going through the expulsion process, but simply referring students with discipline issues to “understaffed virtual settings.”

“Once again, the students who need the most get the least, and no one has to report it as an expulsion.”

Stone-Palmquist gave an example of a ninth-grader involved in a verbal altercation who was expelled for a long time for persistent disobedience, “despite our team lining up extensive community resources for him and despite the district never trying positive interventions with him.”

In another case, a fifth-grader was expelled for 180 days for spitting at another student who had done the same to them first. Stone-Palmquist said the seven factors weren’t considered.

“We were told at the appeal hearing that the student’s behaviors were too dangerous to consider lesser interventions.”

She and Kristin Totten, an education lawyer for the ACLU of Michigan, provided board members with statistics that some members found alarming. Totten noted that an ACLU review of data collected by the federal government shows that for every 100 students in Michigan, 38 days are lost due to suspension. In Oakland County, 26 days are lost for every 100 students. In Macomb County, it’s 35 days and in Wayne County, it’s 55 days.

One child who’s experienced trauma for years was repeatedly suspended from multiple schools. The 11-year-old has been diagnosed with post-traumatic stress disorder and attention deficit hyperactivity disorder. This school year, she’s been suspended for 94 days.

“Never once were the seven factors mentioned to her mother,” Totten said.

Stone-Palmquist asked board members to consider recommendations, including developing a model student code of conduct that incorporates the new rules, partnering with the advocacy center to request an attorney general’s opinion on what districts are required to do, and expanding data collection.

Tom McMillin, a member of the state board, asked whether the state should consider financial penalties, such as withholding some state aid.

“I’m a fierce advocate for local control. But in areas where the incentives might not be there to do what’s right … I’m fine with the state stepping in,” McMillin said.

Board member Pamela Pugh said she appreciated the push for the board to “move with great speed.” She said the data and stories provided are “compelling, as well as convincing.”

Stone-Palmquist said that despite her concerns, there have been some successes.

“Districts that used to automatically expel 180 days for fights, for instance, have partnered with us to dramatically reduce those removals with great outcomes,” she said. “We know alternatives are possible and that they actually help get to the root of the problem, prevent future wrongdoing and repair the harm.”

The Detroit school district didn’t come up during the hearing. But on the same day Stone-Palmquist presented to the state board, Detroit Superintendent Nikolai Vitti gave a presentation to his local board of education about what’s happened in the months since the district embarked on an effort to improve school culture by revising the student code of conduct, hiring deans for each school, and providing training on alternative discipline methods.

The bottom line: Vitti said that schools are booting out dramatically fewer students and greatly increasing alternative methods of discipline. In-school suspensions are up, given the push against out-of-school suspensions.

But the changes have also raised concerns. Some school staff have said the new rules are tying their hands. Vitti said it will take time for the changes to take hold, and he outlined some areas that need to improve, including more training.