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Have your say on how the state pays for higher education

EdNewsColorado - Tue, 09/16/2014 - 18:06

Colorado’s higher education system is in the middle of trying to figure out how to implement House Bill 14-1319, which sets up a new system for funding colleges based both on enrollment and performance measures like student graduation.

That new law gives the Colorado Commission on Higher Education considerable latitude in designing the details of the system. That body, the Department of Higher Education, outside contractors and several advisory panels are hard at work on all that, and the department also wants to know what the public thinks.

If you want to learn more about the project, see the links on this DHE page. (There’s also background in this Chalkbeat Colorado story.)

And if you interested in participating, here’s the list of currently scheduled public meetings:

  • Alamosa: Wednesday, Oct. 1, 6-8 p.m., Adams State University, Student Union, Room TBD
  • Boulder: Thursday, Oct. 2, 5-7 p.m., National Center for Higher Education Management Systems (NCHEMS), The Learning Center
  • Colorado Springs: Thursday, Oct. 9, 5:30-7 p.m., Penrose House, 1661 Mesa Ave.
  • Craig: Thursday, Sept. 25, noon-1:30 p.m., Colorado Northwestern Community College – Craig Campus, Academic Building, Room 185
  • Denver: Wednesday, Oct. 8, 8-10 a.m., Auraria Campus, Tivoli Student Union, Baerrensen Ballroom
  • Durango: Wednesday. Sept. 17, 4-6 p.m., Fort Lewis College, Student Union, Colorado Room
  • Fort Morgan: Monday, Sept. 22, Morgan Community College, Time and Room TBD
  • Glenwood Springs: Thursday, Sept. 25, 6:30–8:30 p.m., Glenwood Springs Community Center, Sopris C
  • Grand Junction: Thursday, Sept. 18, 4-6 p.m., Colorado Mesa University, University Center, Room 213
  • Gunnison: Thursday, Sept. 18, 8-10 a.m., Western State Colorado University, Aspinall-Wilson Center, the South Room
  • Sterling: Monday, Sept. 22, 4-5:30 p.m, Northeastern Junior College, Hays Student Center, Tennant Art Gallery
  • Trinidad: Tuesday, Sept. 30, 4– 5:30 p.m., Trinidad State Junior College, Sullivan Center, Pioneer Room

Additional meetings are being planned in the metro area, Colorado Springs, Fort Collins, Pueblo and Greeley. Meetings will be listed here as they are added, and you can RSVP for any meeting here.

Categories: Urban School News

School executives association neutral on casino gambling; opposes open negotiations measure

EdNewsColorado - Tue, 09/16/2014 - 18:04

The Colorado Association of School Executives, the advocacy group that represents school administrators statewide, has decided to take a neutral position on Amendment 68, the November ballot measure that would allow expansion of casino gambling and divert some of the additional tax revenues to school districts.

A CASE statement went to some length to explain the decision, saying, “This stance is consistent with previous positions questions related to ‘sin taxes’ for education, but it is more of a practical position than a moral one. It was determined that if CASE officially opposed this Amendment, it could be misconstrued that we think there is not a need for more education funding — which could not be further from the truth. What we do need though, is a steady, reliable source of funding for K-12 education that does not let the public or the legislature off the hook.”

CASE did oppose Proposition 103, the ballot measure that would require school district contract negotiations be open to the public. The group’s statement didn’t mince words: “Proposition 104 sets up a new, one-size-fits-all open-meeting mandate for school district administrators who enter into ‘discussions’ related to collective bargaining. … The lack of clarity will certainly land this in court and will result in litigation and attorneys’ fees. Oh, and districts can do this already, they don’t need a new law to open their negotiations—many already do just that. Proposition 104 is irresponsible and promoted by one interest group (the Independence Institute) who has refused to disclose their donors.”

The group also endorsed 25 legislative candidates, 24 Democrats and one Republican. (CASE only considered candidates that responded to its questionnaire.) See the full list here.

Categories: Urban School News

Dems raise $1 million in battleground Senate races

EdNewsColorado - Tue, 09/16/2014 - 17:13

Democratic candidates have raised slightly more than $1 million in seven races considered key to control of the state Senate, including nearly $700,000 in five races of high interest to education.

And the Democrats continue to beat their GOP opponents in the fund-raising battle, according to the latest campaign finance reports filed Monday. The Democrats have raised more than twice as much money as the Republican contenders. (Get race-by-race details in the chart below.)

Given the Democrats’ bare 18-17 majority in the Senate, Republicans have been hoping they can take control.

The Senate races of most interest to education include two in Jefferson County, where two members of the Senate Education Committee are facing challengers. Democrat Andy Kerr, chair of the committee, faces Republican Tony Sanchez, and Democrat Rachel Zenzinger, also a member of Senate Education, is battling Laura Woods. Kerr and Zenzinger have raised more than $170,000 each, tens of thousands of dollars ahead of their opponents.

Two familiar education faces from past legislative sessions, Democrats Mike Merrifield of Colorado Springs and Judy Solano of Adams County, are seeking Senate seats and have raised more than $100,000 each. In a central mountains Senate seat, Democratic rancher and educator Kerry Donovan has raised more than $110,000.

The other two high-spending Senate races involve Democratic Sen. Jeanne Nicholson in Jeffco and Leroy Garcia, currently a state representative in Pueblo.

Democrats also are raising more money in the two contested State Board of Education races. In the 3rd District, former Pueblo schools Superintendent Henry Roman has raised about 50 percent more money than GOP incumbent Marcia Neal of Grand Junction. In the 7th District Democratic, incumbent Jane Goff has huge fundraising lead on GOP candidate Laura Boggs.

In education-related races for the state House, Democrats have amassed bigger war chests in five of seven races.

Select a candidate or candidates to generate bar graphs at the top of the chart. Story continues after the chart.

Committees spend on ballot measures; fund candidates

By far the biggest spending on a education-related issue is in the battle over Amendment 68, which would allow construction of a full casino at the Arapahoe Park racetrack south of Aurora, with some of the tax revenues earmarked for K-12 schools.

The fight pits two groups of gambling companies against each other, with the two campaign committees raising more than $16 million each, most of it spent on endless TV ads.

Education-related legislative races always draw the attention of outside campaign committees, most of them affiliated with teachers unions and education reform groups. As usual, the biggest spender is the Public Education Committee, a small donor committee affiliated with the Colorado Education Association.

A separate set of committees, those formed to campaign for school district bond and tax override proposals, are just gearing up. Such committees have been created in 20 districts, but many have registered only in the last month so don’t have to file reports until Oct. 14.

A committee named IAM27J, which is backing the Brighton school district’s $148 million bond, reported raising $11,927 as of Monday. (Get the full story here on 2014’s district elections.)

Key to chart: SDC means small donor committee, usually funded by dues or small contributions from a large number of people. IE means independent expenditure committee, which can spend for or against candidates, but spending can’t be coordinated with campaigns. PAC means political action committee, which can contribute directly to candidates.

Categories: Urban School News

Teacher leaders must have support, financial incentives

Catalyst Chicago - Tue, 09/16/2014 - 11:03

With students back to school for the new academic year, the Chicago Teachers’ Union (CTU) and the Chicago Public Schools (CPS) have begun negotiations for the upcoming 2015 teacher contract. As these progress, it is imperative that both sides discuss teacher leadership in our schools.  Teacher leadership roles vary widely across the city, and teacher leaders receive little to no incentive to become or remain in these positions.  This is in stark contrast to the suburbs where teachers who take on leadership positions like department chairs receive increased salaries and classes off to accommodate their heightened responsibilities.

Over the last 11 years, I have taught in three CPS high schools.  At my first high school, a large neighborhood high school in Roseland, department chairs would often teach five classes; they received no financial assistance and only occasionally got a class off to enable them to take care of their department-wide duties.  This led to a revolving-door at the school.  I left to become an English department chair at a small school in Englewood.  There, I was lucky to have a principal who had a high regard for teacher leaders.  She prioritized teacher leadership in a way I have not seen in other CPS schools: She compensated teachers for it. 

We received money on a per-student basis, and she set aside money from her budget to pay department chairs for their additional responsibilities-- around $3,000 that year.  When the budget situation changed, she gave us classes off.  We used this time to design curriculum, observe other teachers and create and provide professional development. I stayed at the school for five years.

This system of rewarding teacher leaders was incredibly effective.  There was not a revolving door of teacher leaders at that school.  I felt valued and was not overworked or under-compensated, the two characteristics most department chairs feel across the city.

Take a cue from suburban unions

I fear that our union will miss a great opportunity to champion and reward teacher leaders if the problem of teacher leadership is not confronted head on during the current contract negotiations.  This should be easy to do when there is a great model just around the corner: Unions in Chicago’s suburbs draw up contracts that reward teacher leaders financially and reduce their class loads to preserve their time for their additional duties.

Take Chicago’s largest suburb, Aurora, which is comprised of two districts.  In Aurora, separate pay scales have been written into the contract for department chairs.  Experience and size of department are taken into consideration for the stipend, and department chairs are classified in the same category as extra-curricular coaches for additional salary, which amounts on average to a $5,000 increase annually.

Other suburban district contracts have leadership-based salary increases and give department chairs classes off in order to complete additional duties.  If the CTU wants to remain competitive in retaining teacher leaders, they should look at neighboring suburban contracts.

Often when discussing leadership, we compare the education and business worlds.  In corporations, there is typically a hierarchy of roles and responsibilities. As workers get promoted into leadership roles, they are compensated appropriately and their daily duties shift.  This is also true of the CTU, where the hierarchy includes president, vice president, secretary and treasurer.  As a union member, I am glad that this is in place.  Otherwise, I don’t think our union would run as effectively.  In the same vein, I believe schools aren’t as effective for our students if we don’t utilize, support, and compensate our teachers as they move up the ladder of leadership responsibility.

Chicago needs to invest in teacher leaders.  Our students need master teachers to remain in the classroom and help train the new teaching workforce.  Leadership roles and incentives can inspire teachers to stay in a profession that currently has extremely high turnover.  In these contract negotiations, the CTU needs to fight for funding to train, support and reward teacher leaders at the school level.  Otherwise, great teacher leaders will end up leaving the district for a more progressive one. Their departure will surely be a disservice to Chicago’s students.

Gina Caneva is an English teacher, Instructional Leadership Team Lead and librarian at Lindblom Math and Science Academy. She is a National Board Certified teacher and Teach Plus Teaching Policy Fellowship alum.

 

Categories: Urban School News

Rise & Shine: Chemistry classroom fire injures four students

EdNewsColorado - Tue, 09/16/2014 - 09:42

Down to the details

The state's testing task force, which is reexamining Colorado's testing regimen, began to grapple with some of the big issues it faces, including local control of testing. ( Chalkbeat Colorado )

School safety

Four students were injured, one seriously, after a fire erupted in a chemistry classroom at STRIVE Prep's SMART campus. The teacher has been put on paid leave. ( Coloradoan, AP via Denver Post, The Denver Channel )

(Don't) call human resources

Poudre School District is facing a lengthy legal process over the firing of its HR director last winter. ( Coloradoan )

The Common Core campaign

Colorado gubernatorial candidate Bob Beauprez criticized the Common Core at a campaign stop yesterday. And at least one school is on board with his remarks. ( KRDO, Fox21 )

Spin class, then math class

Students at Boulder's Fairview High School can pick from a wide range of P.E. options, much like a fitness club. The choices range from spin classes to indoor soccer. ( Chalkbeat Colorado )

Building diversity

Denver could soon be the first school district in the state to set diversity quotas for contractors on projects, if the results of a study show disparities. ( Denver Post )

We are what we eat

Colorado Springs-area schools are adjusting to new food regulations, but it's a challenge. ( Gazette )

Teacher's pet (literally)

A parakeet found in a trashcan at a Longmont high school is up for adoption. ( Times-Call )

Who's in and who's out

A former Denver Public Schools law enforcement officer has taken up a new position in Tulsa. ( Tulsa World )

Caught by the (early) bell

A Colorado sleep researcher is campaigning for later school start times, based on sleep needs. She found homeschooled students get the most sleep they need. ( CPR )

Categories: Urban School News

Testing task force starts getting into the nitty-gritty

EdNewsColorado - Mon, 09/15/2014 - 20:16

The task force studying the state’s K-12 testing system gathered for a third time Monday and finally started surfacing some of the tough issues facing them as the panel tries to develop recommendations for the 2015 legislative session.

The first two meetings of the 15-member Standards and Assessments Task Force, one in July and one in August, were taken up largely with informational briefings and organizational matters, producing little discussion of interest.

The clock is ticking for the group, which for now has four more full meetings scheduled before the Jan. 31, 2015, deadline for a report and recommendations on what’s probably the most contentious issue in Colorado education.

John Creighton, a task force member who sits on the St. Vrain Valley school board, suggested that the group needed to start discussing some key issues while it waits for a testing cost study and gathers public comment.

“We’re about halfway through our timeline,” Creighton said. “Given the amount of time we have together … do we think we want to have some of that conversation in parallel with public input and waiting for the studies?… I would suggest we need to move more rapidly.”

The task force kicked around a number of issues Monday but spent much of its time on the question of whether districts could be given greater flexibility in what tests they use.

(House Bill 14-1202, the law that created the task force, started out as a Republican bill to give districts significant testing flexibility. As a political compromise, the Democratic majority quickly amended into the task force study.)

Tony Lewis, a member of the Charter School Institute board, kicked off the discussion by raising the question of whether the state should be testing all students with standardized exams or if the state should use results of local tests for its purposes, primarily district and school accountability.

“I struggle with the state’s need for individual student assessment,” he said.

That prompted a dialog that hinted at the varying views of task force members.

“We don’t want 164 different versions of assessment,” cautioned Donna Lynne, chair of the Denver Metro Chamber of Commerce. (Colorado actually has 178 school districts.)

Alana Spiegel, who represents the parent group SPEAK, said, “As a parent I do want 160-some different assessments. … As a parent I want less of a burden” of state tests.

Do your homework

Others were cautious about too much flexibility. State standardized testing has brought “significant value in highlighting achievement gaps,” said Bill Jaeger of the Colorado Children’s Campaign. “We’ve had more significant discussions about gaps in the last 10 years than we had in the previous 50 years.”

Teacher Dane Stickney of Strive Prep Charter said, “I really do enjoy having that standardized testing data every year” for insights into his mostly low-income students. “I really worry about going to all-local testing.”

Dan Snowberger, Durango schools superintendent and task force chair, noted, “Rural districts don’t have the resources to devise a local system. There’s a lot of value to a state assessment system.”

Syna Morgan, chief academic officer for the Jeffco schools, said she wasn’t arguing for “all local” testing but that “There’s a feeling of overburden at every level” and that districts need some flexibility. “I’m for balance.” (Morgan previously was system performance officer for the Dougco schools. That district’s board last January passed a resolution urging districts be allowed to opt out of state testing requirements.)

Members also discussed what changes in testing could mean for the Colorado Growth Model, which tracks student academic growth based on multiple years of test results.

“To me growth is the true report card,” said Jay Cerney, principal of the Cherry Creek Academy charter in Englewood.

“Growth is very important,” said Stickney, and Jaeger said, “I’m still in a place where I feel the statewide assessment should measure growth.”

Monday’s comments could be taken as the opening statements in what will be a recurring debate as parent and some district representatives like Morgan urge more testing flexibility while education reform and business members urge caution. Other task force members seem to be somewhere in the middle.

“It’s a critical conversation, and I think it gave everybody a chance to learn a little bit about where we stand,” said Snowberger, summing up. “It’s only the beginning.”

“It is not that people want to radically change the assessments,” said Lisa Escarcega, chief accountability officer for the Aurora schools. “There is a perception that testing has grown and mushroomed to be unmanageable.” What the legislature wants the task force to do, she said, is offer ways “that will bring the system back into balance.”

Task force make-up politely questioned

Later in the meeting, the task force met with representatives from a group named COAT (Community Organizations Aligning Together).

In a letter to legislators last month, the group wrote, “We are concerned about the lack of representation of organizations, and/or individuals who represent the leadership, strengths and experiences in communities of color. We feel very strongly that the appointed individuals, who will be making decisions that will impact the future of a large portion of the students in our state, should include representation from individuals of organizations that have well established and trusted relationships within communities of color.” (Read the full letter here.)

Task force members were appointed by five people – the majority and minority leaders of the House and Senate and the chair of the State Board of Education – and were supposed to represent various education interest groups. Fourteen task force members are white; one is Native American. Some 4.7 percent of Colorado students are black; 32.8 percent are Hispanic, based on 2013 state enrollment figures.

“How are those voices and that perspective to be brought” to the task force, asked Jennifer Bacon, a COAT representative who’s with Teach for America. She was among four people who spoke to the group.

Task force members were sympathetic to the group’s concerns while noting they didn’t appoint themselves. Snowberger said he would talk to legislators about the possibility of adding an ex-officio minority member to the group and having that person formally added to the task force after the legislature convenes in January.

That issue led into a broader discussion of whether the task force is set up to get a wide enough range of public comment about testing. (Morgan said she was concerned that parents of all kinds might not be able to express their views. “Numerous groups” want their voices heard, she said.)

The task force agreed to look into setting up additional roundtable-type meetings, perhaps outside the Denver area, as a way of getting more public views.

The group already has set up an email address for public comment – 1202taskforcefeedback@gmail.com – and is working to set up an online survey. (Read the comments received to date here. Most are critical about the current testing system.)

The task force isn’t completely under the radar. Monday’s meeting at the Metro Denver Chamber of Commerce attracted an audience of more than three dozen, including education lobbyists, CDE and legislative staff, parent activists and others.

Categories: Urban School News

PE that’s more like a health club and less like….well, PE

EdNewsColorado - Mon, 09/15/2014 - 14:17

At Boulder’s Fairview High School, gym class feels a lot like a trip to the rec center.

On a recent Wednesday morning, as second hour physical education class began, some students snapped up colorful pinnies so they could join the indoor soccer game. Others hustled downstairs to the school’s weight room or to a converted racquetball court filled with spin bikes. Still others filed into the wrestling room where Zumba lessons were about to begin.

Students were free to choose where and how they would complete the day’s work-out. The class, called “PE by Choice,” represents Fairview’s attempt to remake its physical education program around fitness, personal effort and the idea that exercise readies the brain for learning. At the same time, it’s one example of how the state’s high school physical education standards, which emphasize lifelong fitness and individual goal-setting, translate into daily practice.

Aside from one dance-focused PE offering at Fairview, gone are the days where all students focused on one sport whether they loved it or hated it, excelled or struggled. The new approach, which requires fitness testing three times a semester and the use of heart rate monitors up to four days a week, still includes team sports but to a lesser degree.

In any given week, there is a choice of up to 10 different activities, ranging from sand volleyball to yoga. Despite the raft of options, some students were reluctant about the new version of PE program at first, said Rob Vandepol, a PE and health teacher who helped spearhead the effort.

Zumba was one of the choices during a recent PE class at Fairview High School.

“We had a bunch of kids who were like, ‘No, it’s going be too hard,’” he said. “They [were] just not really understanding what the program is about. It’s about individual improvement and doing things that you enjoy.”

Ninth-grader Odali Arvalo, one of the few girls who chose soccer during the recent second period class, said she likes the variety.

“Sometimes you do get bored of always having to do the same thing…Not every sport suits you. So you need to find something that does. I think it’s better instead of everybody choosing for you.”

Daily PE activity choices at Fairview High

  • Ball sport: tennis, volleyball, basketball, soccer, floor hockey, pickle ball, ultimate Frisbee, handball or dodge ball
  • Fitness class: Yoga, dance, pilates, interval training or jogging
  • Cardio room: Spin bikes, tread mill and elliptical machine
  • Weight room

For the PE staff, the new model entails some logistical challenges–at times requiring three teachers to supervise up to 120 students in four locations. During the recent second period PE class, Vandepol split his time between the soccer game and the cardio room, walking briskly down the hall from one to the other every five or 10 minutes. The other two teachers manned the weight room and wrestling room.

“We have supervision issues,” he admitted, describing how he and other teachers sometimes scramble to keep an eye on everybody.

“At some point, you have to decide what is really good for kids,” he said. “I don’t want anything bad to happen, but I guess what I’m saying is, this is good for kids.”

Inspiration in Illinois

Fairview’s new PE program was inspired by a similar effort launched a decade ago at Naperville Central High School in Illinois. That school, which VanDePol and other Fairview staff visited in 2012, was featured in the influential book “Spark: The Revolutionary New Science of Exercise and the Brain,” by Harvard psychiatry professor John Ratey.

The details of the two programs vary somewhat, but both put a premium on student choice, continuous fitness assessment and effort-based grading. At Fairview, students are assigned a fitness level ranging from one to four at the beginning of the semester based on scores from standard tests of cardio, endurance, strength and flexibility.

Components of “PE by Choice” grade

  • 40 percent -At least 25 minutes of activity in the heart rate “zone,” at least 140 beats per minute
  • 25 percent -Improved fitness score after mid-semester and end-of-semester fitness testing
  • 25 percent -Participation, includes dressing for class and being involved
  • 10 percent-Written knowledge test

Students in Group 1 — anywhere from 17-33 percent of students after the first round of testing — are the fittest students, required to wear a heart rate monitor just once a week. Group 2 students wear the monitors twice a week, Group 3 students wear them three times a week and Group 4 students wear them on all four weekly PE days.

On the days students wear the monitors, the goal is get at least 25 minutes in “the zone,” which is a heart rate of at least 140 beats per minute. Achieving that goal on the number of days required by their fitness level accounts for 40 percent of students’ grades. If students fall short of the goal, they don’t get full credit.

For Kaelec Signorelli, a football player who’d landed in Group 4, the format seemed to provide a refreshing sense of autonomy.

“You actually get to decide who you want to be,” he said. “Are you going to be the big slacker who…doesn’t get your heart rate up? Or you can be the athletic person who tries to actually do this stuff.”

Broadening access

One hoped-for benefit of Fairview’s new approach to PE is that it will engage a wider swath of students, not just those who can score goals or slam dunk. As Vandepol watched the fast-paced indoor soccer game, he noted that not everyone finds ball sports a good fit.

Fairview PE teacher Rob VanDePol outlines the rules before a recent soccer game during PE.

“Most of the kids in the cardio room, they would be the typical group that would suck together and try not to get hit by the ball in here…so we’re trying to do a big social change.”

That’s not to say that he doesn’t want students to try new activities. In fact, PE by Choice encourages cross-training by awarding extra points if students try more than one activity category a week. In part, it’s because different activities promote different athletic skills, but building up a repertoire that lends itself to lifelong activity is also part of the equation.

As Vandepol pitched students on the long list of activities available as he wrapped up his recent class, he touched on the obstacles that plague many adults when it comes to exercise.

“We want you to get a jog on because sometime later in life you might not be able to get to the weight room and get to the gym and play with all your buddies… but you might be able to get home from work at 6 o’clock at night and just go for a jog and you’ll feel better.”

It’s a theme contained in the high school section of state’s physical education standards, adopted in 2009.

“Overall, our PE program is going toward lifetime physical activities,” said Sue Brittenham, a physical education consultant for the Colorado Department of Education. “It really tends to gravitate away from the team sports.”

She added, “It’s kind of hard to get a group of adults together to play flag football.”

Time and money

While PE by Choice seems to be catching on at Fairview, don’t expect to see it widely copied across Colorado just yet. Even Vandepol, an ardent proponent, knows it’s a hard sell.

“My hope is that it eventually will [spread]…but I know that change takes a really long time, especially in education.”

He said PE teachers at other district high school have expressed interest in the concept and some already offer a choice of activities, but they don’t use heart rate monitors to measure effort or hold students accountable.

These watches are part of the heart rate monitors that students wear during PE.

Meanwhile, at least one middle school in the Jeffco district uses pedometers much the same way Fairview uses heart rate monitors, but the choice component is absent. Whether it’s because of staffing limitations, space constraints or liability concerns, the idea of sending students to multiple locations during PE is an obvious sticking point for many schools.

“I know there’s some high schools there’s no way that could happen,” said Brittenham. “There’s no way you could have them not be directly supervised.”

The technology price tag is also formidable. Fairview, where all students must take three semesters of PE to graduate, spent about $12,000 on heart rate monitors as well as extra chest straps so students could have their own.

Money and other challenges aside, students like Mariano Kemp believe PE by Choice makes sense. The ninth-grader, a half back on the freshman football team, had a sheen of sweat on his face after a he spent the recent second-period class lifting weights.

“It’s really…how they should treat a PE class, to get the kids as fit as possible, to push you to the best [of your] ability.”

Categories: Urban School News

Take 5: Marshall principal laid off, FOIA lawsuit, recruiting students

Catalyst Chicago - Mon, 09/15/2014 - 10:11

In a developing story, teachers at Marshall High School are outraged that Principal Angel Johnson was told Friday that she was being reassigned. “It is really distressing that this is happening three weeks into the school year,” says Stacey Cruz-de la Pena, the chair of the math department. She says the staff is supportive of Johnson, pointing out that Marshall’s freshman on-track rate has improved from 56 percent in 2013 to 74 percent in 2014 with Johnson at the helm. Also, Johnson worked with the staff to apply and win a $3.7 million, three-year federal School Improvement Grant. Marshall also was awarded a SIG in 2011 when it became a turnaround school.

Johnson will be replaced by Lori Campbell, who served as the principal of Piccolo Elementary School, when it was made into an AUSL turnaround. 

CPS has not yet responded to questions about why Johnson, who was an interim principal, was displaced. This summer, Catalyst reported that Johnson was one of the seven interim high school principals who were asked to reapply for their jobs. On the last employee roster, some 68 principals were listed as interim.

CPS spokesman Joel Hood said this summer that  CEO Barbara Byrd-Bennett wanted to get permanent people into the posts of these high schools to create stability and make sure they were on the right track. He said the district was conducting a nationwide search to fill them. Hood said decisions would be made about these positions before the start of the school year, which obviously didn't happen.

It is unclear whether the principals of the other high schools--Julian, Tilden, Kelyvn Park, Chicago Vocational, Hirsch and Corliss--will stay in their posts. One of those principals told Catalyst this morning that since going through the application process, he has not heard anything from the administration.

2. Hallelujah… In a move that had education reporters cheering, the Better Government Association and NBC Chicago sued CPS on Friday for systemically failing to comply with the Freedom of Information Act--the law that requires government bodies to provide public information within five business working days.

According to the complaint, the BGA and NBC-5 asked for settlement agreements, severance agreements and termination agreements from Jan. 2013 til now. After some back and forth, the district never produced the information. In another request, NBC Chicago asked how many shuttered buildings the district has and how much it is costing the district to heat, light and provide water for them. About two and a half weeks later, CPS asked for more time. After asking for two extensions, CPS failed to respond any more.

Catalyst has had many epic battles with the district over information. It often takes more than a month to receive it, and it is often incomplete or otherwise inadequate. Many times the public and the press must turn to the Illinois Attorney General for help. From January 2014 through May 2014, 43 such complaints about CPS were filed with the Attorney General, making it the fourth most complained-about public institution, behind the Illinois Department of Corrections, the Chicago Police Department and the Illinois State Police.

CPS Spokesman Bill McCaffrey told the Sun Times he did not have a direct response to the BGA/NBC Chicago lawsuit, but noted that the district just launched a “FOIA center,” which is basically an online system for tracking and submitting FOIAs. The district also plans to post FOIA responses online.

3. Charter back-and-forth... Andrew Broy, president of the Illinois Network of Charter Schools, has an editorial in Sunday's Sun Times refuting the analysis that charter school improvement on the NWEA test pales in comparison to growth in district-run schools. The Sun-Times wrote an article with this analysis and followed with an opinion piece by Blaine Principal Troy LaRaviere.

Broy has three arguments: Charter schools should not be compared to magnet schools , though both have lottery admissions, because charters enroll more poor students; that some charters didn’t report scores and others administer the test on a different schedule; and that charters are doing better than many neighboring schools. 

Catalyst is looking into the second argument. District-run schools’ improvement scores compared spring 2013 to fall 2014. More than half of charters did not report 2013 scores. CPS officials say the district used a formula to come up with a baseline for schools that did not have spring 2013 scores, but Catalyst is still waiting for an answer to the question of whether this would impact the analysis.

As for the final argument, the charter movement has often said that charters should be compared to the school down the block (though neighborhood schools have to take students, while charters do not). Instead of using the national growth percentiles, Broy looks at the percentage of students who are at or above expected growth in reading and math. He finds that many charters do better.

The bottom line: statistics can be cut many different ways.

4. Today’s the day … DNAInfo has a story about Goethe Elementary School parents in Logan Square trying to recruit new students to the school through message boards and other methods. The reason they are so desperate to get some more students? Under per-pupil budgeting, schools receive an average $4,390 per child, plus extra money if they are low-income or English Language Learners. Goethe stands to lose upwards of $36,000 in funding if it doesn’t reach its projections and is eight students short. The school has until today to enroll eight more. The downside of the scenario: if Goethe attracts a student or two, another school will lose them.

Under student-based budgeting, the school must give back money for each student it doesn’t have. Last year, CPS officials had pity on schools and did not take money away from schools that were short students so this will be the first year that will happen.

Under the new per-pupil system, official enrollment counts were done on the 20th day. This year, they are being done on the 10th day. CPS officials say the move will result in less upheaval in schools. When the count was done on the 20th day, schools wouldn’t get the go-ahead till October to hire additional teachers if needed, or lay off teachers who weren’t needed.


5. Homework, oh, homework … Hamilton Elementary has gotten rid of homework for its kindergartners, first- and second-graders. Instead, they’re being assigned play, downtime, and to spend time with family -- and reading for fun. Principal James Gray told the Sun-Times the no-homework policy is a bit of an experiment this year, but that if it’s successful, he may expand it to later grades. Gray says the research he found doesn’t indicate too many benefits in assigning homework to very young students.

Still, CPS officials say they think Hamilton is the only school in the district with a no-homework policy. But no district-wide policies prevent any other principals from following suit.

   
Categories: Urban School News

Take 5: Marshall principal laid off, FOIA lawsuit, recruiting students

Catalyst Chicago - Mon, 09/15/2014 - 10:11

In a developing story, teachers at Marshall High School are outraged that Principal Angel Johnson was told Friday that she was being reassigned. “It is really distressing that this is happening three weeks into the school year,” says Stacey Cruz-de la Pena, the chair of the math department. She says the staff is supportive of Johnson, pointing out that Marshall’s freshman on-track rate has improved from 56 percent in 2013 to 74 percent in 2014 with Johnson at the helm. Also, Johnson worked with the staff to apply and win a $3.7 million, three-year federal School Improvement Grant. Marshall also was awarded a SIG in 2011 when it became a turnaround school.

Johnson will be replaced by Lori Campbell, who served as the principal of Piccolo Elementary School, when it was made into an AUSL turnaround. 

CPS has not yet responded to questions about why Johnson, who was an interim principal, was displaced. This summer, Catalyst reported that Johnson was one of the seven interim high school principals who were asked to reapply for their jobs. On the last employee roster, some 68 principals were listed as interim.

CPS spokesman Joel Hood said this summer that  CEO Barbara Byrd-Bennett wanted to get permanent people into the posts of these high schools to create stability and make sure they were on the right track. He said the district was conducting a nationwide search to fill them. Hood said decisions would be made about these positions before the start of the school year, which obviously didn't happen.

It is unclear whether the principals of the other high schools--Julian, Tilden, Kelyvn Park, Chicago Vocational, Hirsch and Corliss--will stay in their posts. One of those principals told Catalyst this morning that since going through the application process, he has not heard anything from the administration.

2. Hallelujah… In a move that had education reporters cheering, the Better Government Association and NBC Chicago sued CPS on Friday for systemically failing to comply with the Freedom of Information Act--the law that requires government bodies to provide public information within five business working days.

According to the complaint, the BGA and NBC-5 asked for settlement agreements, severance agreements and termination agreements from Jan. 2013 til now. After some back and forth, the district never produced the information. In another request, NBC Chicago asked how many shuttered buildings the district has and how much it is costing the district to heat, light and provide water for them. About two and a half weeks later, CPS asked for more time. After asking for two extensions, CPS failed to respond any more.

Catalyst has had many epic battles with the district over information. It often takes more than a month to receive it, and it is often incomplete or otherwise inadequate. Many times the public and the press must turn to the Illinois Attorney General for help. From January 2014 through May 2014, 43 such complaints about CPS were filed with the Attorney General, making it the fourth most complained-about public institution, behind the Illinois Department of Corrections, the Chicago Police Department and the Illinois State Police.

CPS Spokesman Bill McCaffrey told the Sun Times he did not have a direct response to the BGA/NBC Chicago lawsuit, but noted that the district just launched a “FOIA center,” which is basically an online system for tracking and submitting FOIAs. The district also plans to post FOIA responses online.

3. Charter back-and-forth... Andrew Broy, president of the Illinois Network of Charter Schools, has an editorial in Sunday's Sun Times refuting the analysis that charter school improvement on the NWEA test pales in comparison to growth in district-run schools. The Sun-Times wrote an article with this analysis and followed with an opinion piece by Blaine Principal Troy LaRaviere.

Broy has three arguments: Charter schools should not be compared to magnet schools , though both have lottery admissions, because charters enroll more poor students; that some charters didn’t report scores and others administer the test on a different schedule; and that charters are doing better than many neighboring schools. 

Catalyst is looking into the second argument. District-run schools’ improvement scores compared spring 2013 to fall 2014. More than half of charters did not report 2013 scores. CPS officials say the district used a formula to come up with a baseline for schools that did not have spring 2013 scores, but Catalyst is still waiting for an answer to the question of whether this would impact the analysis.

As for the final argument, the charter movement has often said that charters should be compared to the school down the block (though neighborhood schools have to take students, while charters do not). Instead of using the national growth percentiles, Broy looks at the percentage of students who are at or above expected growth in reading and math. He finds that many charters do better.

The bottom line: statistics can be cut many different ways.

4. Today’s the day … DNAInfo has a story about Goethe Elementary School parents in Logan Square trying to recruit new students to the school through message boards and other methods. The reason they are so desperate to get some more students? Under per-pupil budgeting, schools receive an average $4,390 per child, plus extra money if they are low-income or English Language Learners. Goethe stands to lose upwards of $36,000 in funding if it doesn’t reach its projections and is eight students short. The school has until today to enroll eight more. The downside of the scenario: if Goethe attracts a student or two, another school will lose them.

Under student-based budgeting, the school must give back money for each student it doesn’t have. Last year, CPS officials had pity on schools and did not take money away from schools that were short students so this will be the first year that will happen.

Under the new per-pupil system, official enrollment counts were done on the 20th day. This year, they are being done on the 10th day. CPS officials say the move will result in less upheaval in schools. When the count was done on the 20th day, schools wouldn’t get the go-ahead till October to hire additional teachers if needed, or lay off teachers who weren’t needed.


5. Homework, oh, homework … Hamilton Elementary has gotten rid of homework for its kindergartners, first- and second-graders. Instead, they’re being assigned play, downtime, and to spend time with family -- and reading for fun. Principal James Gray told the Sun-Times the no-homework policy is a bit of an experiment this year, but that if it’s successful, he may expand it to later grades. Gray says the research he found doesn’t indicate too many benefits in assigning homework to very young students.

Still, CPS officials say they think Hamilton is the only school in the district with a no-homework policy. But no district-wide policies prevent any other principals from following suit.

   
Categories: Urban School News

Rise & Shine: Colo.’s foster children less likely to graduate high school

EdNewsColorado - Mon, 09/15/2014 - 09:49

Circle of life

A Denver Public Schools principal has the unusual — and surprising — task of building a school before she shuts it down in three years. ( Chalkbeat Colorado )

A new achievement gap

New data from the Colorado Department of Education and Department of Human Services illustrate a troubling trend among the state's foster children. Colorado students in the foster care system are far less likely to graduate high school than their peers — even those who are homeless. ( Denver Post )

Meet four Colorado students who grew up in foster care to beat the odds. ( Denver Post )

Corner office

Colorado's largest teachers union has a new boss. ( Chalkbeat Colorado )

Disinfecting news

Many Colorado schools and daycare centers are taking precautions to fight the spreading of a severe respiratory illness. ( Fox 31 )

Those who do not learn from history are ...

The new AP History framework gives teachers more flexibility about what to cover in depth by moving away from memorization of dates and figures, but critics are lining up to cry foul. ( Denver Post )

yo hablo english

The St. Vrain Valley School District has been changing the way it teaches English-language learners. And now, district officials say they're are on the right track, based on results of a statewide test. ( Boulder Daily Camera )

A queen by any other name

A transgender female student was crowed homecoming queen at a Colorado Springs high school. ( Gazette )

Happy anniversary

A Parker charter school, Douglas County's second, is celebrating its 20th year. ( Douglas County News-Press )

Choiceless

Initiatives like the Common Core State Standards and STEM curriculum are limiting school choice, writes a Cherry Creek High School teacher. ( Denver Post )

Categories: Urban School News

Hundreds of school custodians to be laid off

Catalyst Chicago - Fri, 09/12/2014 - 22:09

Some 476 custodians, one-fifth of the 2,500-some employed by CPS or private companies, are in the process of being laid off, says CPS spokesman Bill McCaffrey.

These layoffs are happening despite the fact that principals are furious with the way their buildings have been cleaned over the past few months since the district turned over management of custodial services to two companies with $340 million in contracts. Last week, Catalyst reported that 230 principals responded to a survey and said that cleaning of their buildings was inadequate and that they were losing staff.

Troy LaRaviere, chairman of the activist principal group AAPPLE, responded angrily to the news.  AAPPLE sent out the survey to principals.

“They don't have enough custodians as it is and now this private company wants to lay off nearly 500 more in order to decrease their payroll and increase their profit margins at the expense of our schools and our students,” LaRaviere wrote in an e-mail to principals, which he shared with Catalyst.

LaRaviere wrote that already, principals were reporting rat droppings, having to keep a plunger in an office so she can unclog toilets and paying people out of their own pockets to move furniture.

CPS is actually not laying off the staff. Starting in March, the district contracted out with Aramark for $260 million and with SodexoMAGIC for $80 million. SodexoMagic is handling all the maintenance needs of 33 schools, including custodial managing, snow removal and electricians. Aramark is managing, supervising and training the custodians in the rest of the buildings.

CPS head of Asset Management Leslie Norgren insists that the No. 1 goal of contracting with the private companies is to make the buildings cleaner. She says the second objective is to save money and the third is to make principals lives easier.

She says that before the privatization of the custodians, a third-party company examined the schools and found only 20 percent met cleanliness standards. Aramark and SodexoMAGIC have until January to bring all the buildings up to standard.

She is confident that can happen with all of  the new equipment that Aramark and SodexoMagic are bringing in. “We are going from mop and bucket to some of the schools having rides,” she says.

This was the same argument made by Chief Administrative Officer Tim Cawley in February when he presented the plan to CPS’ Board of Education. He said the district would save $40 million a year, on top of $50 million he’s already saved.

In addition to using state-of-the-art technology, he said that the companies will streamline the ordering process. He said CPS was using 1,000 vendors to provide cleaning supplies.

At the time, Cawley did not say there would be layoffs as a result of the contracts.

Norgren says that only $18 million of the savings will come from the Aramark and SodexoMAGIC contracts, while the other $20 million will come from other efficiencies.

The custodians being laid off work for private companies that had contracts with Aramark and are unionized by SEIU Local 1. CPS employs 825 custodians who are part of SEIU Local 73.

LaRaviere says that in conversations with Cawley, Cawley told them not to focus on the number of custodians, but on the work that needs to be done. He does not buy that argument.

“The number of custodians assigned to work in our school is directly correlated to the likelihood of the work being done adequately and on time,” LaRaviere says.  “No transparent, competent, well-intentioned administrator would ignore this basic element of human resource planning. But that's not what we're dealing with here.”

Categories: Urban School News

Hundreds of school custodians to be laid off

Catalyst Chicago - Fri, 09/12/2014 - 22:09

Some 476 custodians, one-fifth of the 2,500-some employed by CPS or private companies, are in the process of being laid off, says CPS spokesman Bill McCaffrey.

These layoffs are happening despite the fact that principals are furious with the way their buildings have been cleaned over the past few months since the district turned over management of custodial services to two companies with $340 million in contracts. Last week, Catalyst reported that 230 principals responded to a survey and said that cleaning of their buildings was inadequate and that they were losing staff.

Troy LaRaviere, chairman of the activist principal group AAPPLE, responded angrily to the news.  AAPPLE sent out the survey to principals.

“They don't have enough custodians as it is and now this private company wants to lay off nearly 500 more in order to decrease their payroll and increase their profit margins at the expense of our schools and our students,” LaRaviere wrote in an e-mail to principals, which he shared with Catalyst.

LaRaviere wrote that already, principals were reporting rat droppings, having to keep a plunger in an office so she can unclog toilets and paying people out of their own pockets to move furniture.

CPS is actually not laying off the staff. Starting in March, the district contracted out with Aramark for $260 million and with SodexoMAGIC for $80 million. SodexoMagic is handling all the maintenance needs of 33 schools, including custodial managing, snow removal and electricians. Aramark is managing, supervising and training the custodians in the rest of the buildings.

CPS head of Asset Management Leslie Norgren insists that the No. 1 goal of contracting with the private companies is to make the buildings cleaner. She says the second objective is to save money and the third is to make principals lives easier.

She says that before the privatization of the custodians, a third-party company examined the schools and found only 20 percent met cleanliness standards. Aramark and SodexoMAGIC have until January to bring all the buildings up to standard.

She is confident that can happen with all of  the new equipment that Aramark and SodexoMagic are bringing in. “We are going from mop and bucket to some of the schools having rides,” she says.

This was the same argument made by Chief Administrative Officer Tim Cawley in February when he presented the plan to CPS’ Board of Education. He said the district would save $40 million a year, on top of $50 million he’s already saved.

In addition to using state-of-the-art technology, he said that the companies will streamline the ordering process. He said CPS was using 1,000 vendors to provide cleaning supplies.

At the time, Cawley did not say there would be layoffs as a result of the contracts.

Norgren says that only $18 million of the savings will come from the Aramark and SodexoMAGIC contracts, while the other $20 million will come from other efficiencies.

The custodians being laid off work for private companies that had contracts with Aramark and are unionized by SEIU Local 1. CPS employs 825 custodians who are part of SEIU Local 73.

LaRaviere says that in conversations with Cawley, Cawley told them not to focus on the number of custodians, but on the work that needs to be done. He does not buy that argument.

“The number of custodians assigned to work in our school is directly correlated to the likelihood of the work being done adequately and on time,” LaRaviere says.  “No transparent, competent, well-intentioned administrator would ignore this basic element of human resource planning. But that's not what we're dealing with here.”

Categories: Urban School News

What We’re Reading: Newark students protest for local control of schools

EdNewsColorado - Fri, 09/12/2014 - 18:38
  • One teacher has a suggestion for rating schools without standardized tests: classroom grades. (Washington Post)
  • More, not less, reliance on standardized tests would make college admissions more egalitarian. (New Republic)
  • Newark students are protesting against the district’s superintendent and demanding local control of their schools. (Politicker NJ)
  • A long-shot Washington, D.C. mayoral candidate is making a bid to become the “education mayor.” (Greater Greater Washington)
  • Two Philadelphia principals are trying to reinvent the high school experience. (The Notebook)
  • A teacher at a high-performing NYC charter discusses what makes his classroom work. (Huffington Post)
  • What exactly are the Common Core standards and what do they do? An explainer. (NJ Spotlight)
  • The standards have become Obama’s biggest domestic battleground since healthcare reform, with backlash from both sides. (Mother Jones)
  • A Finnish teacher says the lauded school system is failing two-thirds of its students. (Yle Uutiset)
  • Girls don’t need different tech instruction. They just need to feel that they belong. (Hechinger Report)
  • Principals aren’t using teacher effectiveness data in their decision-making. (Education Week)
  • In Israel’s school system, there are wide funding disparities and improvised fixes for low-income schools. (Times of Israel)
  • Washington, D.C.’s school district is hiring a “student advocate” to help families navigate the school system. (Washington Post)
  • That story about summer vacation coming from our farming past? It’s not true. (PBS Newshour)
  • In “Building a Better Teacher,” Elizabeth Green looks at what teachers do to make a classroom work, rather than talking points. (Jose Vilson)
Categories: Urban School News

For southwest Denver principal, three years to create and then close a school

EdNewsColorado - Fri, 09/12/2014 - 17:00

When Elza Guajardo agreed to take control of Kepner Middle School, she knew part of her job would be to close the school.

What she did not know last spring when she accepted the job as principal is that she’d also have to build it.

When she arrived this year, Guajardo said, the school lacked many of the basic systems it takes to run a school, like fire-drill protocols and common lesson planning by teachers. “I had no foundation to build upon,” she said.

So now, as Guajardo and her team of administrators and teachers work toward creating a fully-functional school in the city’s impoverished southwest corner, they do so knowing that in a few years they’ll have to pack up everything and turn over the keys to two new programs.

That’s because the current program at Kepner, one of the city’s lowest-performing schools, is being phased-out. In 2017, a charter school and a new district-run program will open in its place.

The phase-in, phase-out plan — a key school improvement strategy for Denver Public Schools — has been in the works since February. Observers say the process has gone mostly according to plan, though it’s encountered a few hiccups.

PHOTO: Nicholas Garcia Student advisor Steve Harvey, center, acts as a traffic medium as Kepner Middle School students pass between classes.

A parent committee, working with DPS officials, helped review possible models for the schools that will take the current programs’ place. But some of those parents and the community organizations that represent them felt slighted in the end when DPS officials announced another district-run program would co-locate at Kepner with a STRIVE charter school. Parents were upset they did not have a chance to help choose the district-run model as they did for the charter school applications.

Those parents and organizations last spring also called on DPS to act faster. Their children, they said, didn’t deserve to wait for a better school while their current program was in disarray.

Guajardo, who was hired last spring as the phase-out principal, is now working toward meeting the needs of those families, who claimed the school was rampant with bullying and mutual disrespect between teachers and students.

Guajardo’s first steps to create a stable school culture and operating system may be an indication of just how dysfunctional the city’s lowest-performing school had become.

DPS Assistant Superintendent Greta Martinez said she believed there were systems in place at Kepner — just not to Guajardo’s standards.

“I think it’s not so much building all new systems, but improving on the systems already in place,” Martinez said. “That’s why we hired Elza, to ensure all systems are improved at the school.”

Improving those systems is a complicated process that starts with “baby steps,” as she likes to call them.

The work to improve the current Kepner began during the summer. Guajardo and math teacher Loyeen Vigil-McKenna retooled the school’s sixth grade academy, where incoming middle schoolers meet to learn about the school and set their schedule.

“The kids learned the academic and cultural expectations,” said Vigil-McKenna, who has taught at Kepner for 21 years. “That made sure everyone was on the same page on day one.”

Returning seventh and eighth graders are a little less familiar with those expectations, given the lack of clear standards and rules in the past, Guajardo said. But new assistant principal Chris Denmark and student advisor Steve Harvey are working on that. Harvey, with arms stretched out, supervises passing time on the third floor and acts as a traffic medium for students scampering to their next class. Denmark parks himself in the school’s main hall during classes to keep an eye on the front door to both welcome parents and detour students from ditching. At the same time, he returns emails and meets with teachers.

The teaching faculty and staff — of which a quarter are new to Kepner — has its own learning curve. Guajardo is hoping to create a school-wide culture of classroom expectations. Teachers should have their classroom’s daily learning objective and work written out in the same place everyday for students. There should be word walls in every classroom. And soon teachers will soon be meeting to plan lessons based on student data.

The school is also getting support from DPS headquarters. Kepner has 20 math fellows to support classroom learning and remediation. The district is paying for a restorative justice facilitator to help with student behavioral needs. Guajardo and her team of administrators will soon be partnered with school consultant group Blue Print that observes campuses monthly for a laundry list of strengths and weaknesses. And being a zone school to support students with limited English language skills, its regularly has access to central support.

PHOTO: Nicholas Garcia Kelle May-Garst, Kepner’s English-language acquisition coach, and Chris Denmark, one of the school’s assistant principals, work in the main hall of the school during classes. Denmark regularly works from the hall to keep an eye on the front door for parents and students.

Morgan Ortega, who is teaching English to Spanish-speakers only for the first time this year, works with some of those supports. She has a coach who meets with her weekly to help plan classes, she’ll be attending a special professional development seminar about multicultural learning later this month, and soon she’ll be sent to observe classrooms run by proven teachers.

“[Kepner] is more positive now,” said Ortega, who has taught at Kepner for four years.

While there is early evidence of a more stable school climate, there’s still work to be done — including in Ortega’s classroom. Some of her students with limited English skills have been placed in the wrong class. Class assignments for Spanish-speaking students are supposed to be determined by proficiency, but some students with advanced skills are in classes with students who are still struggling and vice versa.

And beyond Ortega’s four walls, Guajardo and her team still need to put students in much-needed tutoring programs. According to the most recent round of state testing, only two out of every 10 students are reading at grade level. And only 16 percent of students tested proficiently in math.

Since summer, Guajardo, who speaks Spanish fluently like most of her families, has met with parents and in some instances begged them for a chance to show improvement. Of the 600 students were were expected to enroll at Kepner, only about 40 are missing.

“Students are enrolling every day,” she said. Her team is busy contacting the families of missing students to encourage them see what they’ve done with place.

One parent, Lee Thach, said she’s beginning to see a noticeable change in the school.

“There are a lot of changes. It’s more strict — which is good,” she said.

But there appears to still be some confusion among parents and the forthcoming transition. Thach, who has two more children she’d like to enroll at Kepner, incorrectly believed that when the current program ends, the entire physical campus will be shut down as well.

“They say the eighth grade class is the last one,” she said. “I don’t like that. If they have a good leader now, why don’t they keep the school open?”

For now, Guajardo isn’t concerned with the ephemeral nature of her work  at Kepner. Planning for the 2015 school year, which will be the first for the STRIVE school and new district-run program hasn’t even started yet. That planning will likely begin in January.

“I can’t worry about tomorrow. That’s not my job,” Guajardo said. “My job is to make sure these kids get to high school. They deserve it.”

Categories: Urban School News

Salazar leaving CEA; Bartels new executive director

EdNewsColorado - Fri, 09/12/2014 - 16:41

Tony Salazar, executive director of the Colorado Education Association, is leaving that post later this month for a senior management position with the National Education Association’s Member Benefits Corp.

Brad Bartels, a CEA lawyer and then general counsel for more than 20 years, will be the new executive director.

Salazar is well known in education and political circles. He joined CEA as a lobbyist in 2001 and became executive director in 2008, serving during a period when the union experienced some membership declines and such policy challenges as passage and implementation of Senate Bill 10-191, the educator effectiveness law.

Tonette Salazar, Tony’s wife, also is well known for years of lobbying for school districts and other clients at the Capitol. She now works for the Education Commission of the States.

Bartels has been deeply involved in CEA’s legal activities, including the pending lawsuit that challenges the teacher placement portion of SB 10-191.

CEA’s structure also includes an elected full-time president, who generally is the public face of the group. The current president is Kerrie Dallman, a social studies teacher who’s on leave from the Jeffco schools.

Categories: Urban School News

Rise & Shine: Pueblo searching for new reading program

EdNewsColorado - Fri, 09/12/2014 - 10:15

"Learning big stuff"

In one Denver classroom STEM is the subject but teamwork is the goal for the teacher and her students. ( Chalkbeat Colorado )

What to read

The Pueblo City school district is reviewing four different literacy programs in a search for a new reading series that could help boost K-8 achievement. ( Pueblo Chieftain )

Yet another rating

Colorado has earned an "A" in one category of the U.S. Chamber of Commerce Foundation's A-F grading of states on education policy and outcomes. However, the ratings are anything from straightforward. ( EdWeek )

Take your pick

The University of Colorado Board of Regents has approved 12 degrees in Boulder's new College of Media, Communication and Information. ( Daily Camera )

Heavy metal

The San Diego school district in California has acquired a "mine resistant ambush protected" armored vehicle from the federal government for use in school rescues. ( U-T San Diego )

Ouch

A Utah elementary school teacher was injured when her handgun discharged in a faculty restroom, shattering a toilet. Utah law allows people with concealed-carry permits to carry guns at schools. ( ABE News )

Categories: Urban School News

A classroom where tech is the subject but teamwork’s the goal

EdNewsColorado - Thu, 09/11/2014 - 18:42

At one of the work stations in Courtney Miller’s classroom at Slavens ECE-8 School on Thursday morning, two third graders argued over the design of a tower they were supposed to be building.

“You can’t just say the way we’re going to do it and make me do it,” Finn told his partner, Roman. Rather than work together, each boy was building his own. Finn’s design was visibly less sturdy, a fact which his partner attempted to demonstrate by pushing on it.

“You’re not just going to take mine apart,” Finn objected. In a quiet moment, Roman said he’d heard from other students that Finn was difficult to work with, a feeling Finn seemed to share about his partner. Their bickering continued until the bell rang.

The generation of this kind of mutual frustration is all part of the learning process in Miller’s STEM classroom, which is in its second year. STEM, an acronym which refers to science, technology, engineering and mathematics-focused education, is getting increasing attention from state and national leaders for the potential to prepare students for a tech-centric future. But it has also drawn attention as part of a wider initiative for student-directed learning, which is what Miller has taken as the primary focus of her classroom.

That’s at least in part a result of her own skill set.

“My principal would tell you I’m not the most tech-savvy person he’s ever met,” said Miller. Instead, she says she brings a willingness to learn new things, to struggle — and to tolerate a little chaos. “[Student-driven learning] has to be messy at some points. You have to comfortable with mess.”

Her noisy classroom is full of students working largely independent of Miller in order to solve technological dilemmas ranging from programming a robot to making a design to print out with a 3D printer. As for her instruction, it’s mostly focused on making sure the classroom is a space where students are constantly challenged.

One of the fundamentals she has created in each class is pairs of students who challenge each other. Take, for example, Finn and Roman.

“I put them together because of their own differences,” she said. Both boys are headstrong. But Finn, she has observed, is more willing to experiment but bad at communicating his ideas. Roman tends to stick with the familiar but is much better at communicating.

“It could be a really great collaboration,” Miller said.

And they’ve already made progress. For example, she pushed them to find a way to combine their towers, despite their disagreements. By the end of class, Finn had found a way to combine his with Roman’s, if reluctantly.

But it’s not just about students’ differences. In the following class, she put two students together who always make the same mistake: failing to read directions and plan ahead.

She encourages students to seek each other out first and to research before they come to her for a fix. That pair sought her out multiple times throughout the class when they became frustrated. Each time, she directed them to the directions she’d provided or encouraged to them to do a little research.

“When they’re with someone else, their partner rescues them,” she said. Now that they’re stuck with another person with the same flaw, she hopes they’ll learn to slow down and plan ahead.

Still, even she can become frustrated when students are struggling with each other.

“In my head, I say, ‘Be patient, be patient, be patient,’” said Miller. But she’s had to learn to work differently than teachers do in most other classrooms.

“The problems to solve, they will have to deal with them all the time in here,” she said. That won’t happen if she resolves things for them.

As the morning progressed, the classroom filled up with middle schoolers. The eighth graders were deep into their projects and were beginning to tackle a set of increasingly challenging dilemmas.

One pair of girls were tossing a ballon at aluminum panels taped to desk. The balloon was supposed to activate electrical circuits hooked to the panels that then somehow played piano chords online. The girls hoped to be able to play a simple song like “Jingle Bells” with the complex tool. But when they tried to actually hit a note with the balloon, the circuits wouldn’t fire and no sound came out. They tried a variety of solutions — creating more surface area for the balloons to make contact with, readjusting the circuits, trying different angles of bounce — until their test balloon popped. Unfazed, they replaced it with a tennis ball.

A student tests out her electronic piano, played using a tennis ball.

For Miller, that sort of problem-solving and resolve is the most important thing students could leave her class with. But getting them to see it that way is its own challenge.

“The stuff in here is fun, but you’re learning big stuff,” said Miller. But for students, especially middle schoolers, she has found that “they equate hard with ‘I took that multiple choice test in social studies and studied all night.’”

She pushes them to pay attention to what they learn in her class so they can use it once they leave school. But her students aren’t the only ones she’s worried about valuing the class. She’ll be evaluated for the first time since launching the STEM lab this fall and she’s not sure how her observer will take her class.

“I did email her and say, ‘This classroom doesn’t look like many others,’” said Miller. “Quite honestly, I’m a little nervous.”

One big difference from other classes: less focus on the new state standards. STEM is often invoked in conjunction with the standards and their national counterparts and Miller recognizes their importance. But she and her principal agreed they wouldn’t be a primary focus in her STEM lab.

“When I was a language arts teachers, I combed them,” said Miller. All the material the students grapple with is tied to their grade-level expectations but that’s as far as she goes with the standards.

That approach is an easy one to take at a school like high-performing, relatively affluent Slavens, Miller acknowledges. But she sees benefits for other schools, too.

“I’ve never been in a place where engagement and excitement is so normal and palpable,” said Miller. “The behaviors that may be problematic in other classrooms just melt away.”

Her main goal is creating “that place that makes students love school.” That, she says, is something all schools could benefit from.

Categories: Urban School News

Comings and Goings: Husbands

Catalyst Chicago - Thu, 09/11/2014 - 11:01

Jennifer Husbands was recently named founding executive director of Schools that Can (STC) Chicago. STC unites leaders to expand quality urban education, and connects leaders from urban schools with leaders from outside organizations and industry to share innovative practices that advance school improvement. In her new role, Husbands will build and strengthen the Chicago network and lead specific cross-city initiatives. Previously, she was the inaugural director of the Academy for Urban School Leadership Institute (AUSL).

Be a part of Comings and Goings. Send items to Catalyst Community Editor Vicki Jones. vjones@catalyst-chicgao.org

Categories: Urban School News

Comings and Goings: Husbands

Catalyst Chicago - Thu, 09/11/2014 - 11:01

Jennifer Husbands was recently named founding executive director of Schools that Can (STC) Chicago. STC unites leaders to expand quality urban education, and connects leaders from urban schools with leaders from outside organizations and industry to share innovative practices that advance school improvement. In her new role, Husbands will build and strengthen the Chicago network and lead specific cross-city initiatives. Previously, she was the inaugural director of the Academy for Urban School Leadership Institute (AUSL).

Be a part of Comings and Goings. Send items to Catalyst Community Editor Vicki Jones. vjones@catalyst-chicgao.org

Categories: Urban School News

Rise & Shine: Rapid enrollment growth sparking changes in Poudre, Arvada

EdNewsColorado - Thu, 09/11/2014 - 09:48

rumble in jeffco

The Jeffco teachers union's cabinet passed a vote of no confidence in the district's school board president Ken Witt. ( Chalkbeat Colorado, Denver Post )

chain reaction

Scaling back state testing to federal minimum requirements could have ripple effects in the state's accountability system. ( Chalkbeat Colorado )

Culture wars

The state board heard a high-school-history-class style debate over the new AP U.S. history exams. ( Chalkbeat Colorado )

Student boom

Poudre School District could consider re-drawing its school zone boundaries as a way to accommodate its growing enrollment. ( Coloradoan )

Jeffco officials are now considering how to manage rapidly crowding schools in Arvada after a construction boom increased the area's population faster than expected. ( Denver Post )

passing the baton

Bob Smith was elected the new president of the St. Vrain Valley School Board, replacing John Creighton, who will be spending his new free time serving on the state's testing task force. ( Daily Camera )

greening lunch

Boulder students are required to take fruits and vegetables on their lunch plate as well as anything else they want to eat. ( Daily Camera )

making changes

A Colorado legislator is proposing that schools change Native American-themed mascots or lose state funding. ( Denver Channel )

no high in highlands ranch

Highlands Ranch High School students will be required to pass a breathalyzer test before being admitted to homecoming. ( 9News )

Categories: Urban School News

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