Lifting literacy

Summer camps lift reading skills for third straight year in Tennessee

PHOTO: TDOE
More than 7,700 children took part this summer in 250 school-based reading camps across Tennessee as part of the state's Read to be Ready initiative.

Tennessee’s campaign to help its children read better is seeing encouraging results from investments in school-based summer camps for youngsters at risk of regressing during school breaks.

First-, second-, and third-graders who participated in the state’s Read to be Ready summer program showed gains in reading comprehension and accuracy skills for a third straight year, according to a report released Tuesday by the state Education Department.

And the last two summers generated statistically significant improvements in those skills, based on assessments given in the early and last days of the camps.

This summer, more than 7,700 children took part in 250 reading camps across the state. The free programs provided four hours daily of literacy-based enrichment activities for four weeks and matched every five youngsters with one teacher. High-quality books, field trips, and teacher trainings were part of the mix.

Education Commissioner Candice McQueen called the impact “powerful” in building basic learning skills, especially for children from low-income families who are most likely to experience summer slide and fall academically behind their more affluent peers.

But Tennessee has a long way to go to reach its goal of having at least 75 percent of third-graders reading on grade level by 2025. Despite an encouraging uptick on the most recent state tests, only 37 percent of third-graders scored proficient in reading. And on national test results released this spring, fourth-graders’ reading performance remained mostly flat compared to 2013, when scores spiked for both reading and math.

Tennessee declared war on its reading problem in 2016, as McQueen joined Gov. Bill Haslam and his literacy-minded first lady, Chrissy, to launch Read to be Ready. The initiative’s centerpiece is the development of a cadre of literacy coaches to improve educator expertise.

The campaign also piloted a dozen camps that first summer with a $1 million gift from the Dollar General Literacy Foundation. The results were promising enough to expand the program last year with $30 million allotted over three years from the state Department of Human Services.

PHOTO: Marta W. Aldrich/Chalkbeat
Nashville first-grader John Little reads a story at the 2016 kickoff of Tennessee’s “Read to be Ready” initiative.

School districts host their own camps using state grants awarded based on their applications. This year, more than three-fourths of Tennessee’s 147 school systems took advantage of the funding.

Those districts sent teachers who staff their camps to state trainings on literacy instruction. While the first two summers focused on integrating authentic reading and texts into the camps, this year’s trainings prioritized writing skills and increasing student interest and stamina for the written word.

The grants also provided each student with an average of 25 books for their home library this summer — sending more than 193,000 books home in all.

You can read the state’s full report here.

Editor’s note: This story has been updated to include the percentage of third-graders who scored proficient in reading on the most recent state test.

Mapping a Turnaround

This is what the State Board of Education hopes to order Adams 14 to do

PHOTO: Hyoung Chang/The Denver Post
Javier Abrego, superintendent of Adams 14 School District on April 17, 2018.

In Colorado’s first-ever attempt to give away management of a school district, state officials Thursday provided a preview of what the final order requiring Adams 14 to give up district management could include.

The State Board of Education is expected to approve its final directives to the district later this month.

Thursday, after expressing a lack of trust in district officials who pleaded their case, the state board asked the Attorney General’s office for advice and help in drafting a final order detailing how the district is to cede authority, and in what areas.

Colorado has never ordered an external organization to take over full management of an entire district.

Among details discussed Thursday, Adams 14 will be required to hire an external manager for at least four years. The district will have 90 days to finalize a contract with an external manager. If it doesn’t, or if the contract doesn’t meet the state’s guidelines, the state may pull the district’s accreditation, which would trigger dissolution of Adams 14.

State board chair Angelika Schroeder said no one wants to have to resort to that measure.

But districts should know, the state board does have “a few more tools in our toolbox,” she said.

In addition, if they get legal clearance, state board members would like to explicitly require the district:

  • To give up hiring and firing authority, at least for at-will employees who are administrators, but not teachers, to the external manager.
    When State Board member Steve Durham questioned the Adams 14 school board President Connie Quintana about this point on Wednesday, she made it clear she was not interested in giving up this authority.
  • To give up instructional, curricular, and teacher training decisions to the external manager.
  • To allow the new external manager to decide if there is value in continuing the existing work with nonprofit Beyond Textbooks.
    District officials have proposed they continue this work and are expanding Beyond Textbooks resources to more schools this year. The state review panel also suggested keeping the Beyond Textbooks partnership, mostly to give teachers continuity instead of switching strategies again.
  • To require Adams 14 to seek an outside manager that uses research-based strategies and has experience working in that role and with similar students.
  • To task the external manager with helping the district improve community engagement.
  • To be more open about their progress.
    The state board wants to be able to keep track of how things are going. State board member Rebecca McClellan said she would like the state board and the department’s progress monitor to be able to do unannounced site visits. Board member Jane Goff asked for brief weekly reports.
  • To allow the external manager to decide if the high school requires additional management or other support.
  • To allow state education officials, and/or the state board, to review the final contract between the district and its selected manager, to review for compliance with the final order.

Facing the potential for losing near total control over his district, Superintendent Javier Abrego Thursday afternoon thanked the state board for “honoring our request.”

The district had accepted the recommendation of external management and brought forward its own proposal — but with the district retaining more authority.

Asked about the ways in which the state board went above and beyond the district’s proposal, such as giving the outside manager the authority to hire and fire administrative staff, Abrego did not seem concerned.

“That has not been determined yet,” he said. “That will all be negotiated.”

The state board asked that the final order include clear instructions about next steps if the district failed to comply with the state’s order.

Indiana A-F grades

Why it’s hard to compare Indianapolis schools under the A-F grading system

PHOTO: Dylan Peers McCoy
Because Thomas Gregg Neighborhood School became an innovation school last year, the state uses a different scale to grade it.

A-F grades for schools across Indiana were released Wednesday, but in the state’s largest district, the grades aren’t necessarily an easy way to compare schools.

An increasing share of Indianapolis Public Schools campuses, last year about 20 percent, are being measured by a different yardstick than others, creating a system where schools with virtually identical results on state tests can receive vastly different letter grades.

The letter grades aim to show how well schools are serving students by measuring both how their students score on state tests and how much their scores improve. But as Chalkbeat reported last year, new schools and schools that join the IPS innovation network can opt to be graded for three years based only on the second measure, known as growth. Schools in the innovation network are part of the district, but they are run by outside charter or nonprofit operators.

Of the 11 out 70 Indianapolis Public Schools campuses that received A marks from the state, eight were graded based on growth alone. They included a school in its first year of operation and seven innovation schools.

At the same time, traditional neighborhood and magnet schools with growth scores as good as or better than the scores at A-rated innovation schools received Bs, Cs, and even Ds.

Of the 13 innovation schools that received grades for last school year, eight received As, two got Bs, two got Cs, and one got a D. Only Herron High School was graded on the same scale as other schools. (For high schools, grades incorporate other measures including graduation rates.)

The result is a system that most parents don’t understand, said Seretha Edwards, a parent of four children at School 43, a school that received a failing grade from the state but would have gotten a B if it were measured by growth alone.

“I just think it’s kind of deceiving,” she added. “I don’t think it paints a fair picture of the schools.”

Indianapolis Public Schools deputy superintendent for academics Aleesia Johnson said the growth scores show schools are on a good trajectory.

“If you see that kids are making progress in terms of growth, that’s a good sign that you’re on the right track,” she said.

Still, she acknowledged that “there’s still a lot of work to do” to get students to pass tests and show proficiency.

Johnson pointed out that often-changing standardized tests and different A-F grades can cause confusion for families, and those measures don’t provide a complete or timely picture for families who want to assess their schools or choose new ones. “I don’t think it gives a lot of valuable information,” she said.

Advocates have said the growth only model makes sense because schools shouldn’t be held accountable for the low passing rates of students that they just began educating. But in practice, the policy benefits charter and innovation schools, which enjoy strong support from Republican lawmakers.

“The concept behind the growth-only model was that we measured newer schools based off of what they are able to do for their students, rather than taking them where they received them,” said Maggie Paino, the director of accountability for the education department. “You’re taking strides to get toward proficiency.”

The situation is even more muddled than usual this year. Schools across the state received two letter grades. One was calculated under a state model that relies largely on test scores, and the other was determined under a plan the state uses to comply with federal standards.

In addition to helping parents choose schools, years of repeated low letter grades from the state can trigger intervention or takeover. But the state has deferred in decisions about intervening in low-rated schools to IPS in recent years.

Back in 2012, the state took over four chronically low-performing Indianapolis schools. Since Superintendent Lewis Ferebee took over, IPS has taken aggressive steps to overhaul struggling schools by “restarting” them as innovation schools with new managers. Other struggling schools have been closed.

School 63, which received its sixth consecutive F from the state, might have faced state intervention in the past. But the school is unlikely to face repercussions because IPS restarted the school by turning it over to an outside manager. The Haughville elementary school is now managed by Matchbook Learning.

Shaina Cavazos and Stephanie Wang contributed reporting.