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Rise & Shine: Schools steel themselves for rare virus outbreak

EdNewsColorado - Wed, 09/10/2014 - 08:50

over and out

Jeffco's chief financial officer is leaving the district. It's the second high-profile administrative departure since tensions with the board drove former superintendent Cindy Stevenson out. ( Chalkbeat Colorado )

Uh-oh

A security guard at Denver's South High School has been arrested for sexting students. ( 9News, The Denver Channel, KDVR )

Superbug in schools

A a rare respiratory virus hits Colorado kids, schools are on the lookout and getting ready to deal with sick students ( The Denver Channel )

Tenure talks

A new report has recommendations on how to fix teacher tenure. Do they apply to Colorado? ( Chalkbeat Colorado )

Benefactor for babies

Montrose's school district is one step closer to a new early childhood center, thanks to a large donation. ( Montrose Press )

If he says so...

Colorado just named a new poet laureate. His first order of business? Work on getting more poetry in schools. ( CPR )

The trouble with transparency

An initiative that would make negotiations between unions and school boards open to the public goes before voters this fall and observers say it's likely to pass. But there may be unintended consequences. ( Colorado Springs Independent )

Chalkbeat awesomeness

Join us tonight at 5 p.m. for a live-chat with our co-founder Elizabeth Green about what makes good teaching. ( Chalkbeat Colorado )

Categories: Urban School News

Jeffco schools’ CFO resigns amid “a lot” of change

EdNewsColorado - Tue, 09/09/2014 - 18:41

Jeffco Public Schools Chief Financial Officer Lorie Gillis is leaving her post to join the city management team in Arvada, Jeffco officials announced today.

Gillis is Jeffco’s second high-profile administrator to leave since last year’s reconfiguration of the district’s school board and the subsequent departure of Superintendent Cindy Stevenson. Jeffco’s chief academic officer, Heather Beck, left at the end of the school year to become a superintendent in Oregon.

Gillis’ exit comes at a precarious time for the school district. Last week, the Jefferson County Board of Education approved a drastically new compensation system for teachers that will likely take months to sort through. Her office, as well as the human resources department, will play a crucial role in the rollout of the new system that links bonuses to teacher evaluation ratings.

Gillis, like many, was caught off guard when she learned the specifics of the plan outlined by board chairman Ken Witt. At the board meeting, last month, in which he proposed the new system, she characterized it as “a lot” of change.

Gillis declined to say whether the new conservative board majority had any influence on her decision to leave the school district.

“It was just something I didn’t want to pass up,” she said in an interview with Chalkbeat. “[Arvada] is incredibly well run and fiscally sound. It’s just an exciting opportunity.”

A transition plan has not been discussed yet, Gillis said. But her departure is unlikely to prolong teachers’ wait for their bonuses.

Gillis is also leaving as the district gets to work on its 2015-16 budget, which her office is responsible for overseeing.

Last school year, the budget process dragged out through June. In the end, Gillis and her team were left crunching numbers at the last minute as board members debated their priorities through the evening.

“We have a rock solid financial team at the district,” she said. “That helped with the decision making [to leave]. We have strong folks to step up.”

Gillis has worked for Jeffco since 2002. Since then, she has overseen the district’s financial services, as well as human resources and information technology.

“Lorie has worked tirelessly on behalf of Jeffco students and staff keeping the district financially sound.  She has always been a great steward of taxpayer dollars and has taken that role very seriously over the years,” said Jeffco Superintendent Dan McMinimee. “While I’m saddened by Lorie’s departure from Jeffco, I know that she leaves an enduring legacy of financial excellence and transparency.  This is a great opportunity for her and I join many others who wish her only the very best as she begins a new chapter in her professional life.”

Gillis’ last day has not been finalized but is likely at the end of the month, she said. She begins her new job in Arvada, where she lives, Oct. 13.

Categories: Urban School News

A new report recommends eight ways to improve teacher tenure

EdNewsColorado - Tue, 09/09/2014 - 17:42

Anticipating a nationwide showdown on teacher tenure laws, a teacher-focused nonprofit released a report today it says has eight ways to fix the system.

The solutions floated by TNTP, formerly known as The New Teacher Project, include lengthening a teacher’s probation period to five years and shortening the process by which teachers can appeal tenure decisions.

The report comes almost three months to the day after a judge struck down California’s teacher tenure law. Since then, two similar lawsuits have been filed in New York.

The TNTP report claims the argument about tenure has been reduced to “either, or.” In most states, tenure is granted to teachers based mostly on their number of years in a classroom. Critics of tenure claim the system protects lazy teachers and needs to be eliminated.

But, it doesn’t have to be that way, said Tim Daly, TNTP’s president.

“We think the solution is going to be somewhere in the middle,” he said. “It’s about the modernization of tenure.”

Several of the recommendations from the accountability-minded organization have already been adopted by Colorado’s similarly-oriented legislature. But there are some points, such as how to make tenure hearings more efficient, that are uncommon here.

The state’s educator effectiveness law, Senate Bill 11-191, effectively rewrote the rules of tenure in Colorado. Under the law, which has been subject to its own lawsuit, teachers are granted non-probationary status after three years. Teachers may lose that status after two years of less-than-effective evaluations.

Half of a Colorado teacher’s evaluation is based a formal observation by an administrator. The other half is made up of student growth data that tracks how much a student has learned year-to-year.

Colorado’s law went into full effect last year, but a poor evaluation did not affect a teacher’s tenure track in the program’s first year. This year, while local districts have more flexibility in what data it uses to rate teachers, a less-than-effective rating will count against a teacher.

Other recommendations include: districts should focus appeal hearings on students interests, not procedure; hire independent arbitrators to make decisions on appeals; enact a zero-tolerance policy for abuse and sexual misconduct; and lower the professional stakes for struggling teachers.

“Rebalancing teacher tenure” report DV.load('http://www.documentcloud.org/documents/1291099-tntp-rebalancingtenure-2014.js', { width: 620, height: 600, sidebar: false, text: true, pdf: true, container: '#DV-viewer-1291099-tntp-rebalancingtenure-2014' });
Categories: Urban School News

Grassroots and union activists urge universal preschool in Chicago

Catalyst Chicago - Tue, 09/09/2014 - 16:47

As New York City rolls out an ambitious plan to offer free full-day prekindergarten for tens of thousands of 4-year-olds this fall, community activists and union members in Chicago say it’s time for universal early childhood education and child care in the Windy City.

Calling their campaign “Bright Future Chicago,” the groups say the city needs to find creative ways to finance the expansion of existing preschool and daycare programs – and extending the hours – so that parents can work full-time while their children under 5 years old are in a safe learning environment.

“The city needs to do something for us working parents,” said Hellen Juarez, a single mom and paralegal who is a parent leader with the Brighton Park Neighborhood Council. “I pay $700 a month for my 2-year-old to be in day care. That’s a rent payment. How is that affordable?”

At a press conference this morning in City Hall, a handful of progressive aldermen who support the new campaign said they’ll present a resolution on Wednesday requesting a public hearing to discuss what it will take to offer full-day preschool and childcare in the city. Supporters have suggested financing the expansion with a new tax on financial transactions at Chicago’s stock exchanges.

“We want to have a hearing and talk about why it’s important to offer full-day pre-kindergarten and how we can pay for it,” said Ald. Roderick Sawyer of the 6th Ward. “I’m not saying the LaSalle Street tax or interest rate swaps are the end-all, be-all of what we’re going to do, but it’s worth a conversation.”

The organizations involved in the campaign include the Albany Park Neighborhood Council, Brighton Park Neighborhood Council, Pilsen Alliance, Kenwood Oakland Community Organization, Action Now, Chicago Teachers Union and SEIU Healthcare Illinois.

Their campaign comes barely a month after Emanuel announced a plan to provide an additional 1,500 preschool slots for low-income 4-year-olds by next year, a goal he has described as “universal pre-K for every child at poverty.”

“Mayor Emanuel agrees that every child should have access to high-quality pre-school, which is why he has already committed to ensuring every 4-year-old from a low-income family will be offered free pre-school within a year,” a spokesman for the mayor said in a statement on Tuesday. “Throughout his time in office, Mayor Emanuel has prioritized ensuring every child in every neighborhood has a quality education that allows them to succeed, through early learning programs, a full day of kindergarten, a full school day and a full school year.”

The Mayor’s Office and CPS reached the 1,500 figure by subtracting the total number of 4-year-olds served in one of the city’s school- or center-based programs from the total number of children of that age who are considered at poverty level according to U.S. Census estimates.

Preschool spending on decline in Illinois

The challenges of providing early education opportunities to children aren’t unique to Chicago. As a state, Illinois has cut back spending on preschool programs by more than 25 percent, according to a recent report by Voices for Illinois Children.

To offset some of the loss, Emanuel pledged $36 million in additional funding over three years, starting in 2012 for his Ready to Learn initiative.

As part of Ready to Learn, the city also centralized its application process for early childhood programs, which are administered by the Department of Family Support and Services and CPS. The goal was to prioritize the high-poverty areas of the city with the most need. But parents struggled to navigate the new process and complained that it was harder to access preschools in their neighborhoods, which ultimately led to an enrollment drop of about 1,000 4-year-olds.

Parents and organizers say that while they’re glad the mayor is trying to expand the number of available seats, that it’s still not enough. True universal preschool, they say, would apply to all children, not just the poorest. Juarez, for example, says she doesn’t qualify for state childcare subsidies. In addition, recent studies including one by the Latino Policy Forum have found that there simply aren’t enough available slots at existing preschool programs in some densely populated Latino neighborhoods, such as Brighton Park or Belmont-Cragin.

And a recent report by Voices for Illinois Children showed that just 53 percent of Chicago’s 3- and 4-year-olds attended some sort of preschool, with the lowest participation rates in the heavily Latino Northwest and Southwest sides.

Categories: Urban School News

Grassroots and union activists urge universal preschool in Chicago

Catalyst Chicago - Tue, 09/09/2014 - 16:47

As New York City rolls out an ambitious plan to offer free full-day prekindergarten for tens of thousands of 4-year-olds this fall, community activists and union members in Chicago say it’s time for universal early childhood education and child care in the Windy City.

Calling their campaign “Bright Future Chicago,” the groups say the city needs to find creative ways to finance the expansion of existing preschool and daycare programs – and extending the hours – so that parents can work full-time while their children under 5 years old are in a safe learning environment.

“The city needs to do something for us working parents,” said Hellen Juarez, a single mom and paralegal who is a parent leader with the Brighton Park Neighborhood Council. “I pay $700 a month for my 2-year-old to be in day care. That’s a rent payment. How is that affordable?”

At a press conference this morning in City Hall, a handful of progressive aldermen who support the new campaign said they’ll present a resolution on Wednesday requesting a public hearing to discuss what it will take to offer full-day preschool and childcare in the city. Supporters have suggested financing the expansion with a new tax on financial transactions at Chicago’s stock exchanges.

“We want to have a hearing and talk about why it’s important to offer full-day pre-kindergarten and how we can pay for it,” said Ald. Roderick Sawyer of the 6th Ward. “I’m not saying the LaSalle Street tax or interest rate swaps are the end-all, be-all of what we’re going to do, but it’s worth a conversation.”

The organizations involved in the campaign include the Albany Park Neighborhood Council, Brighton Park Neighborhood Council, Pilsen Alliance, Kenwood Oakland Community Organization, Action Now, Chicago Teachers Union and SEIU Healthcare Illinois.

Their campaign comes barely a month after Emanuel announced a plan to provide an additional 1,500 preschool slots for low-income 4-year-olds by next year, a goal he has described as “universal pre-K for every child at poverty.”

“Mayor Emanuel agrees that every child should have access to high-quality pre-school, which is why he has already committed to ensuring every 4-year-old from a low-income family will be offered free pre-school within a year,” a spokesman for the mayor said in a statement on Tuesday. “Throughout his time in office, Mayor Emanuel has prioritized ensuring every child in every neighborhood has a quality education that allows them to succeed, through early learning programs, a full day of kindergarten, a full school day and a full school year.”

The Mayor’s Office and CPS reached the 1,500 figure by subtracting the total number of 4-year-olds served in one of the city’s school- or center-based programs from the total number of children of that age who are considered at poverty level according to U.S. Census estimates.

Preschool spending on decline in Illinois

The challenges of providing early education opportunities to children aren’t unique to Chicago. As a state, Illinois has cut back spending on preschool programs by more than 25 percent, according to a recent report by Voices for Illinois Children.

To offset some of the loss, Emanuel pledged $36 million in additional funding over three years, starting in 2012 for his Ready to Learn initiative.

As part of Ready to Learn, the city also centralized its application process for early childhood programs, which are administered by the Department of Family Support and Services and CPS. The goal was to prioritize the high-poverty areas of the city with the most need. But parents struggled to navigate the new process and complained that it was harder to access preschools in their neighborhoods, which ultimately led to an enrollment drop of about 1,000 4-year-olds.

Parents and organizers say that while they’re glad the mayor is trying to expand the number of available seats, that it’s still not enough. True universal preschool, they say, would apply to all children, not just the poorest. Juarez, for example, says she doesn’t qualify for state childcare subsidies. In addition, recent studies including one by the Latino Policy Forum have found that there simply aren’t enough available slots at existing preschool programs in some densely populated Latino neighborhoods, such as Brighton Park or Belmont-Cragin.

And a recent report by Voices for Illinois Children showed that just 53 percent of Chicago’s 3- and 4-year-olds attended some sort of preschool, with the lowest participation rates in the heavily Latino Northwest and Southwest sides.

Categories: Urban School News

Join us Wednesday at 5 p.m. to chat with Elizabeth Green about her new book

EdNewsColorado - Tue, 09/09/2014 - 16:01

After wrapping up the Chalkbeat Book Club discussion of  our CEO Elizabeth Green’s new book “Building a Better Teacher: How Teaching Works (And How to Teach It to Everyone)”, we’re excited to bring the conversation to a larger audience.

We’ll be hosting a live chat (embed coming soon) right here on Wednesday from 5-5:30 p.m. MT.  Until then, catch up with this Q&A, read over what we’ve discussed in the book club, and submit your questions in the comments section below.

Categories: Urban School News

Rise & Shine: Teachers trained to fight, not flee active shooter

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

The Big Ask

Districts around the state are putting local tax increases on the ballot to ask for more money for schools. ( Chalkbeat Colorado )

That list includes six districts in the Pikes Peak region. ( Gazette )

School safety

Teachers at a Denver-area charter school were trained how to fight back against an active shooter, rather than hunker down. ( The Denver Channel )

Follow the money

Which Colorado organizations have gotten Gates dollars? Check it out. ( Chalkbeat Colorado )

I'm more than a sixth grader

One Colorado district's move away from grade levels is part of a national trend to focus on what individual students need. ( KUNC )

Testing to teach

Early testing may help students learn, according to research. ( Chalkbeat Colorado )

Not enough helping hands

A Pueblo student mentoring program is coming up short for mentors. ( Chieftain )

All kids and no money

Steamboat Springs' school district is looking for someone to figure out if they need a new elementary school and design it. But where to find the money? ( Steamboat Today )

Categories: Urban School News

Walking a financial tightrope through college

Catalyst Chicago - Tue, 09/09/2014 - 01:00

In 2006, the Consortium for Chicago School Research issued a report that sent shock waves through the Chicago Public Schools system. The discovery that somewhere between only 6.5 and 8% of CPS students graduated from four-year colleges (and only 2% of African-American boys) was a call to action. 

Subsequent follow-up reports pinpointed some of the “potholes” on the road to college, despite the almost universal aspiration, across all racial and ethnic groups, to attend college. There was enough blame to go around, targeting schools, parents and communities, as well as the colleges themselves. And there was enough room for a variety of constructive approaches to improving the track record on each of these fronts, from the creation of freshman on-track indicators that would help raise high school graduation rates, to the establishment of mentoring programs to provide the personal support many students need to keep their eyes on the valuable prize of college graduation.

It is these mentoring programs that I want to focus on because they offer some strong prospects of success for students as they face obstacles that can only be overcome with support beyond their own capacities. The task for these programs is two-fold: getting students accepted into colleges that match their level of potential and from which the odds of graduating are in their favor; and keeping them in school despite the potholes that threaten to derail them. 

In recent years, these programs include:

The Network for College Success—working inside CPS schools to support leadership teams in each school that create a college readiness environment for students.

Umoja—a veteran in the work of leadership development among students, aimed at improving their chances of success as college students.

Bottom Line—a new arrival in town, with an impressive track record in New York and Boston on both college admission and college completion.

Schools like Noble Street and North Lawndale Charter Prep, which have developed strong databases for tracking their alums and brainstorming solutions to overcoming obstacles to graduation.

AIM HIGH—the program I am most closely involved with, built on a unique model of pairing students with teams of mentors from the corporate world who stay with them from their freshman year of high school all the way to college graduation.

This is not intended to be an exhaustive list, but rather a sampling of the variety of work being done in this area. I am sure there is other valuable work under way of which I’m unaware, and the problem is so monumental that there is room for many more willing participants. 

Bottom line is economic inequity

Whatever the particular design strategy, all of these programs are wrestling with problems that reflect the fundamental inequities of our economic system. The low-income students who represent the vast majority of those in CPS are operating without the safety net that is invisible to most middle-class families—so invisible that they recognize it as little as fish recognize the medium of water that sustains them. 

Much of my work with AIM HIGH involves the almost inevitable financial shortfalls that our students encounter. These shortfalls block their ability to register for classes at the beginning of the term or, most unjust, prevent them from receiving their transcripts when they decide to transfer schools. These debts, often as small as three-figure sums, would be resolved in middle-class families with a call home providing access to a fatigued credit card—the kind that most low-income families don’t even possess. Any new strain on the finances of a student or a family already struggling to provide for basic needs—an unexpected medical bill, a costly car repair, an increase in dormitory costs, an unanticipated medical bill—is sufficient to lead students to drop out or take a leave from school, from which they are unlikely to return.

Colleges themselves must provide help

All mentoring programs have to face the question of how these inevitable shortfalls are going to be addressed. Part of the answer lies with the colleges themselves, many of which have demonstrated admirable social consciousness by seeking out low-income students of color in an effort to diversify their student bodies, but have not provided the resources to keep those students heading toward graduation. 

They have an obligation to set aside the modest sums that will help students who have made good-faith efforts to meet their debts, but have encountered insurmountable obstacles. The failure to do so places these students in jeopardy of leaving school with no degree and a burden of debt that puts them in a worse position than if they had never entered college at all.

In one recent situation faced by a student, the university sent this debt to a collection agency, with which she is now forced to deal, unprepared though she may be to deal with the often predatory practices of these agencies. Heartlessness should not be the trademark of an institution which pretends to play a high-minded role in our society.

These low-income students are a precious resource. They have the potential to bring new skills and commitments to their home communities and to the entire society. The existing mentoring programs can go a long way in accompanying them to their goal, but they need help with the deep-seated financial obstacles that stand in their way.

Marv Hoffman, now retired, was the associate director of the Urban Teacher Education Program at the University of Chicago. Prior to that he was the Founding Director of the University of Chicago Charter School—North Kenwood Oakland Campus.

Categories: Urban School News

Walking a financial tightrope through college

Catalyst Chicago - Tue, 09/09/2014 - 01:00

In 2006, the Consortium for Chicago School Research issued a report that sent shock waves through the Chicago Public Schools system. The discovery that somewhere between only 6.5 and 8% of CPS students graduated from four-year colleges (and only 2% of African-American boys) was a call to action. 

Subsequent follow-up reports pinpointed some of the “potholes” on the road to college, despite the almost universal aspiration, across all racial and ethnic groups, to attend college. There was enough blame to go around, targeting schools, parents and communities, as well as the colleges themselves. And there was enough room for a variety of constructive approaches to improving the track record on each of these fronts, from the creation of freshman on-track indicators that would help raise high school graduation rates, to the establishment of mentoring programs to provide the personal support many students need to keep their eyes on the valuable prize of college graduation.

It is these mentoring programs that I want to focus on because they offer some strong prospects of success for students as they face obstacles that can only be overcome with support beyond their own capacities. The task for these programs is two-fold: getting students accepted into colleges that match their level of potential and from which the odds of graduating are in their favor; and keeping them in school despite the potholes that threaten to derail them. 

In recent years, these programs include:

The Network for College Success—working inside CPS schools to support leadership teams in each school that create a college readiness environment for students.

Umoja—a veteran in the work of leadership development among students, aimed at improving their chances of success as college students.

Bottom Line—a new arrival in town, with an impressive track record in New York and Boston on both college admission and college completion.

Schools like Noble Street and North Lawndale Charter Prep, which have developed strong databases for tracking their alums and brainstorming solutions to overcoming obstacles to graduation.

AIM HIGH—the program I am most closely involved with, built on a unique model of pairing students with teams of mentors from the corporate world who stay with them from their freshman year of high school all the way to college graduation.

This is not intended to be an exhaustive list, but rather a sampling of the variety of work being done in this area. I am sure there is other valuable work under way of which I’m unaware, and the problem is so monumental that there is room for many more willing participants. 

Bottom line is economic inequity

Whatever the particular design strategy, all of these programs are wrestling with problems that reflect the fundamental inequities of our economic system. The low-income students who represent the vast majority of those in CPS are operating without the safety net that is invisible to most middle-class families—so invisible that they recognize it as little as fish recognize the medium of water that sustains them. 

Much of my work with AIM HIGH involves the almost inevitable financial shortfalls that our students encounter. These shortfalls block their ability to register for classes at the beginning of the term or, most unjust, prevent them from receiving their transcripts when they decide to transfer schools. These debts, often as small as three-figure sums, would be resolved in middle-class families with a call home providing access to a fatigued credit card—the kind that most low-income families don’t even possess. Any new strain on the finances of a student or a family already struggling to provide for basic needs—an unexpected medical bill, a costly car repair, an increase in dormitory costs, an unanticipated medical bill—is sufficient to lead students to drop out or take a leave from school, from which they are unlikely to return.

Colleges themselves must provide help

All mentoring programs have to face the question of how these inevitable shortfalls are going to be addressed. Part of the answer lies with the colleges themselves, many of which have demonstrated admirable social consciousness by seeking out low-income students of color in an effort to diversify their student bodies, but have not provided the resources to keep those students heading toward graduation. 

They have an obligation to set aside the modest sums that will help students who have made good-faith efforts to meet their debts, but have encountered insurmountable obstacles. The failure to do so places these students in jeopardy of leaving school with no degree and a burden of debt that puts them in a worse position than if they had never entered college at all.

In one recent situation faced by a student, the university sent this debt to a collection agency, with which she is now forced to deal, unprepared though she may be to deal with the often predatory practices of these agencies. Heartlessness should not be the trademark of an institution which pretends to play a high-minded role in our society.

These low-income students are a precious resource. They have the potential to bring new skills and commitments to their home communities and to the entire society. The existing mentoring programs can go a long way in accompanying them to their goal, but they need help with the deep-seated financial obstacles that stand in their way.

Marv Hoffman, now retired, was the associate director of the Urban Teacher Education Program at the University of Chicago. Prior to that he was the Founding Director of the University of Chicago Charter School—North Kenwood Oakland Campus.

Categories: Urban School News

Dirty schools the norm since privatizing custodians: principals

Catalyst Chicago - Mon, 09/08/2014 - 23:09

The $340 million privatization of the district’s custodial services has led to filthier buildings and fewer custodians, while forcing principals to take time away from instruction to make sure that their school is clean.

That is the finding from a survey done by AAPPLE, the new activist arm of the Chicago Principals and Administrators Association.

The contract is the first issue the group is taking a hard stance on, hoping that their input will force the district to make some changes. About 230 principals responded to the survey, with most of them saying the number of custodial staff has been reduced and is now inadequate and the cleanliness of their buildings has been negatively affected.

A principal of a South Side school that is comprised of three buildings and more than 1,500 students says she now has just one day custodian, down from three. “The day custodian is running around here like a crazy lady,” says the principal, who did not want to be identified. “And it is filthy.”

In February, the Board of Education approved two three-year contracts—one for $260 million for Aramark and the other for $80 million to Sodexmagic. Aramark was to take over the training, supervision and management of custodians for all but 33 schools. Sodexmagic would handle the job for the other 33 schools.

When Chief Administrative Officer Tim Cawley presented the proposal to the board, he said the deal would save the district $40 million, lead to cleaner buildings and incorporate state-of-the-art cleaning technology, such as cleaning Zambonis.

Cawley did not say the contract would result in layoffs.

Email acknowledges problems

Though CPS spokesman Bill McCaffrey says most schools had a smooth transition to the private vendor, on Monday that vendor, Aramark, sent out an e-mail to principals acknowledging significant problems and asking to meet with them and their staff.  

In the e-mail, shared by a principal, the Aramark official wrote that company officials hear “loud and clear” that “we have not delivered on the promise of making life easier for principals.”

In a white paper, AAPPLE is proposing that the contracts be voided if the buildings are not brought up to Level 2 industry standards for cleanliness, as promised when the contracts were approved. The group also wants CPS to consult them on any contract of more than $500,000 that will impact schools.

McCaffrey says CPS officials are working with contractors to address complaints. “CPS recently contracted with two proven facility management companies to improve cleanliness in all schools while saving millions of dollars that can be redirected to classrooms,” he said in a statement.

Principals say the cleanliness of their buildings is integral to student learning, and note that they are naturally held accountable for it. However, under the new contract, principals do not supervise the custodians at all. Some principals say the custodial managers turn over on a regular basis.

“The person who supervises them comes once a week,” says one principal, who did not want to be identified. “That is just not going to work.”

Bad timing, no new tech

That principal of a Northwest Side school said that at the end of the school year, the custodians assigned to her school left urine in the toilets for weeks. Then, they moved furniture out of a classroom, but broke things when they brought it back in. Her building is more than 100 years old and she says that it is difficult to clean when it gets dirty.

A big complaint of the principals is that staff has been laid off or reassigned at bad times, leaving someone new to take over at crucial moments. One principal said his custodians told him they had been notified that they will be laid off two weeks after school started.

Another had all his custodians sent to new buildings for no apparent reason. “The [ones who were reassigned] were custodians who knew the building, knew the children, knew the community,” he says. “They did not want to leave.”

Two of them were reassigned the Friday before school started. “That is really bad timing,” says the principal, who, like the others, didn’t want to be identified. He says the new custodians are okay, but that he is still waiting on Aramark to let him know their schedules.

The principal also is bothered by the fact that he has seen none of the new technology that was supposed to make the cleaning more efficient.   

One principal from a South Side school that took in children displaced from last year’s closings says she had to get parents, teachers and students to volunteer, in the days leading up to the opening of school, to get her building ready. She says they spent much of the time throwing out an enormous amount of trash, sweeping and mopping.

During the summer, she sent e-mails on a daily basis to her network chief complaining of the problem, but never heard back. One of her biggest complaints concerned the bathrooms, which she says have a bad smell. The custodians tell her it is a drainage problem, but there are no plans to fix it. “Can we just get some air freshener?” she said. “I have kindergarteners going into these bathrooms and they are scary.”

“I feel like this community is already disenfranchised,” she said. “You go up north and you can eat off the floors of the schools. I feel like my community should have that kind of building.”

Categories: Urban School News

Dirty schools the norm since privatizing custodians: principals

Catalyst Chicago - Mon, 09/08/2014 - 23:09

The $340 million privatization of the district’s custodial services has led to filthier buildings and fewer custodians, while forcing principals to take time away from instruction to make sure that their school is clean.

That is the finding from a survey done by AAPPLE, the new activist arm of the Chicago Principals and Administrators Association.

The contract is the first issue the group is taking a hard stance on, hoping that their input will force the district to make some changes. About 230 principals responded to the survey, with most of them saying the number of custodial staff has been reduced and is now inadequate and the cleanliness of their buildings has been negatively affected.

A principal of a South Side school that is comprised of three buildings and more than 1,500 students says she now has just one day custodian, down from three. “The day custodian is running around here like a crazy lady,” says the principal, who did not want to be identified. “And it is filthy.”

In February, the Board of Education approved two three-year contracts—one for $260 million for Aramark and the other for $80 million to Sodexmagic. Aramark was to take over the training, supervision and management of custodians for all but 33 schools. Sodexmagic would handle the job for the other 33 schools.

When Chief Administrative Officer Tim Cawley presented the proposal to the board, he said the deal would save the district $40 million, lead to cleaner buildings and incorporate state-of-the-art cleaning technology, such as cleaning Zambonis.

Cawley did not say the contract would result in layoffs.

Email acknowledges problems

Though CPS spokesman Bill McCaffrey says most schools had a smooth transition to the private vendor, on Monday that vendor, Aramark, sent out an e-mail to principals acknowledging significant problems and asking to meet with them and their staff.  

In the e-mail, shared by a principal, the Aramark official wrote that company officials hear “loud and clear” that “we have not delivered on the promise of making life easier for principals.”

In a white paper, AAPPLE is proposing that the contracts be voided if the buildings are not brought up to Level 2 industry standards for cleanliness, as promised when the contracts were approved. The group also wants CPS to consult them on any contract of more than $500,000 that will impact schools.

McCaffrey says CPS officials are working with contractors to address complaints. “CPS recently contracted with two proven facility management companies to improve cleanliness in all schools while saving millions of dollars that can be redirected to classrooms,” he said in a statement.

Principals say the cleanliness of their buildings is integral to student learning, and note that they are naturally held accountable for it. However, under the new contract, principals do not supervise the custodians at all. Some principals say the custodial managers turn over on a regular basis.

“The person who supervises them comes once a week,” says one principal, who did not want to be identified. “That is just not going to work.”

Bad timing, no new tech

That principal of a Northwest Side school said that at the end of the school year, the custodians assigned to her school left urine in the toilets for weeks. Then, they moved furniture out of a classroom, but broke things when they brought it back in. Her building is more than 100 years old and she says that it is difficult to clean when it gets dirty.

A big complaint of the principals is that staff has been laid off or reassigned at bad times, leaving someone new to take over at crucial moments. One principal said his custodians told him they had been notified that they will be laid off two weeks after school started.

Another had all his custodians sent to new buildings for no apparent reason. “The [ones who were reassigned] were custodians who knew the building, knew the children, knew the community,” he says. “They did not want to leave.”

Two of them were reassigned the Friday before school started. “That is really bad timing,” says the principal, who, like the others, didn’t want to be identified. He says the new custodians are okay, but that he is still waiting on Aramark to let him know their schedules.

The principal also is bothered by the fact that he has seen none of the new technology that was supposed to make the cleaning more efficient.   

One principal from a South Side school that took in children displaced from last year’s closings says she had to get parents, teachers and students to volunteer, in the days leading up to the opening of school, to get her building ready. She says they spent much of the time throwing out an enormous amount of trash, sweeping and mopping.

During the summer, she sent e-mails on a daily basis to her network chief complaining of the problem, but never heard back. One of her biggest complaints concerned the bathrooms, which she says have a bad smell. The custodians tell her it is a drainage problem, but there are no plans to fix it. “Can we just get some air freshener?” she said. “I have kindergarteners going into these bathrooms and they are scary.”

“I feel like this community is already disenfranchised,” she said. “You go up north and you can eat off the floors of the schools. I feel like my community should have that kind of building.”

Categories: Urban School News

Districts roll the dice on $1.4 billion in tax increase measures

EdNewsColorado - Mon, 09/08/2014 - 18:58

Will 2014 be the year that voters in Colorado school districts loosen up their wallets and approve well more than $1 billion in local tax increases for school construction and operations?

A year ago, voters were almost as skeptical of local proposals as they were of Amendment 66, the $1 billion K-12 statewide income tax hike that was defeated overwhelmingly. Hoping that voters are in a different mood this year, some two dozen Colorado school districts are seeking some $1.4 billion in property tax increases for construction projects and operating funds.

“On the bond side, it’s going to be the largest group of bonds that anybody’s ever seen,” said Tracie Rainey, executive director of the Colorado School Finance Project, which compiled the detailed list displayed at the bottom of this article.

This year’s ballot measures are interesting for several important reasons, including:

A big year – The total $1.4 billion request exceeds the nearly $1.2 billion districts proposed in 2012, although there were 38 measures on the ballot that year, compared to about 30 this year.

Boulder has biggest ask – The Boulder Valley School District is asking for a $576.4 million bond issue this year, exceeding the high set previously by the $515 million combined bond and override requested – and won – by Denver Public Schools in 2012.

Bond & Mill

  • Bond measures are voter-approved increases in property taxes for facilities needs. Districts sell bonds to raise the cash to pay for construction, then use the additional tax revenues to pay the bonds off.
  • Overrides are voter-approved hikes in a district’s general property tax rate that a district generally uses for operating expenses or special needs like technology purchases.

Five Adams districts asking – Most of the money – about $1.1 billion – is being requested from voters in just two counties, Adams and Boulder. Five districts in western Adams all are on the Nov. 4 ballot, an apparently unprecedented event.

Financial pressures – Despite a modest bump in school funding provided by the 2014 legislature, district leaders say that additional money is far from enough, and they have to ask voters for additional local revenues to cover building and program needs that can’t be put off.

A possible distraction – A statewide casino-expansion proposal, Amendment 68, is also on the ballot, and it promises more than $100 million in additional revenues for schools. District leaders are skeptical of A68’s promises and hope it doesn’t confuse voters about the need for local revenue. (Get details on A68 here.)

BEST off the ballot – For the first time in several years, 2014 ballots don’t include a long list of small districts seeking bond issues to raise local matching funds for Building Excellent Schools Today construction program grants. The state portion of that program has reached its ceiling for larger projects such as new schools and major renovations, so there’s no money for locals to match.

Voter mood – Finally, the 2014 election may provide an update on where some voters stand on school taxes. Voter attitudes have been on a roller coaster in this decade. District tax proposals received reasonable support in 2010, but 2011 was the worst year in memory for bonds and overrides. Voters were very supportive in 2012 but returned to their skeptical ways last year. Of course, voters rejected statewide proposals to increases taxes for schools in 2011 and 2013.

Boulder – the big ask

“This is a big ask, we understand that,” says Boulder Valley Superintendent Bruce Messinger when questioned about his district’s proposal for a $576.4 million bond issue. “It’s a hard choice.”

But, he added, “The facilities needs are not going to go away,” and if building systems begin to fail the 30,500-student district isn’t in a position to cover significant building costs from its general fund.

About half the money would be used to bring all district buildings “to acceptable standards,” he said, with the rest devoted to a variety of other needs. (See the district’s detailed facilities plan here.)

PHOTO: Boulder SchoolsBoulder Valley Supt. Bruce Messinger / File photo

As is common with larger districts, Boulder went through a long planning and public consultation process before the board approved the ballot proposal in August.

Messinger said polling put the district’s overall approval rating is at “an all-time high” and that polling and focus groups indicate, “Taxpayers understand … schools are assets.”

While Messinger is feeling reasonably good about the proposal’s chances, he does note the possible of confusion with Amendment 68. “It’s a concern,” he said. “It’s on people’s minds.”

Boulder has had a history of success with its voters. It last lost an election in 2002, when voters rejected a $7.5 million override that would have funded technology improvements.

Adco’s “referendum” on school spending Election history

  • Adams 12 – $9.9M override passed, $80M bond failed 2008
  • Adams 14 – $44M bond failed 2013
  • Adams 50 – $5.2M override failed 2013
  • Aurora – $15M override passed 2012
  • Boulder – $22.5M override passed 2010
  • Brighton – $4.8M override fail 2011
  • Cherry Creek – $125M bond, $25M override passed 2012
  • Colo. Springs 11 – $21.5M override failed 2008, $131.7M bond passed 2004
  • Dougco – $200M bond, $20M override failed 2011
  • Denver – $466M bond, $49M override passed 2012
  • Jeffco – $99M bond, $39M override passed 2012
  • Littleton – $80M bond passed 2013
  • Mapleton – $32M bond passed 2010
  • Poudre – $120M bond, $16M override passed 2010
  • St. Vrain – $14.8M override passed 2012

More information

While Denver, Douglas and Jefferson counties have but one school district each, Adams County is served by seven. Each district is considerably smaller than DPS or Jeffco, but combined the five largest districts in Adams had about the same enrollment as their neighboring counties did in 2013-14, about 85,000 students.

This year most Adams County voters have the rare opportunity to vote on school taxes at the same time. Those five districts – Adams 12-Five Star, Brighton, Commerce City (Adams 14), Mapleton and Westminster (Adams 50) – all have proposals on the ballot.

All five are seeking both bond issues and overrides for varying reasons. Each district is seeking bond money to upgrade existing buildings, while new schools would be built in growing parts of Adams 12, Brighton and Commerce City. Tax override revenues would be used to recruit and retain teachers, offset state budget cuts and cover a variety of needs. (See the spreadsheet at the bottom of this story for details on those district proposals and all tax measures statewide.)

Adams 12 Superintendent Chris Gdowski said the five sets of ballot measures weren’t coordinated but, “What’s driving it are common factors. We all have needs that haven’t been met.”

For Adams 12, he said, “The need is pressing, and we can’t wait any longer.”

Other county superintendent sounded the same note. “We decided to go this year because our needs just continue to mount,” said Mapleton Superintendent Charlotte Ciancio. “We have just been so far behind for so long … we just had to go.”

Westminster Superintendent Pamela Swanson said, “We’re trying to avoid any more cuts. We have some wonderful things happening, and we don’t want to take any steps backwards. We felt a moral obligation to go back out” to the voters, even though the district saw a $5.2 million override defeated last year.

Commerce City Superintendent Pat Sanchez had a bond issue defeated last year by about 300 votes. He called that a “hidden blessing” that forced the district “to be really crystal clear about what the voters are getting” this year. He and other Adams superintendents are hopeful that academic improvements in recent years will make voters more amendable to tax hikes.

Adams 12, Brighton and Mapleton are rated as “improvement” districts by the state accreditation system. Commerce City and Westminster are “priority improvement” districts but have moved up in recent years from “turnaround,” the lowest accreditation category.

Superintendents have varying answers about what happens if proposals are defeated. Gdowski said a loss could mean schedule changes in Adams 12. Sanchez said defeat “would change a five-year plan to a 10-year plan,” and Ciancio said, “If it doesn’t pass we’ll just have to keep going back to the ballot.”

Around the state

Two districts in El Paso County also have large measures on the ballot. Cheyenne Mountain is proposing a $45 million bond, and Falcon’s bond proposal totals $107.4 million.

Denver voters face a proposed sales tax increase and an extension for the Denver Preschool Program, which is separate from DPS. (Get more details here.)

There are no district proposals on the ballot this year in Denver, Douglas County, Jefferson County or in any of Arapahoe County’s seven districts.

State law bars school boards and districts from spending public funds on ballot measure campaigns.

The campaign load typically is carried by outside citizen campaign committees that raise money for brochures, yard signs and other materials. Such committees already have been formed in Boulder, in most of the Adams County districts and in Cheyenne Mountain and Falcon.

The bigger issue

Passage of bond issues and overrides in individual districts has the unwelcome side effect of increasing gaps between districts that have the political and financial capacity to pass them and those that don’t. (There’s a limit on district bond debt based on the value of property within a district, and there also are state ceilings on overrides.)

“The long range solution to this [school funding] is not doing this district by district,” Messinger said. “I worry that the gap [between districts] could widen over time,” said Gdowski.

But Sanchez, noting that there’s still a $900 million shortfall in state school funding, said it’s hard to districts to resist the pressure to raise their own money. “I think you’re going to see a trend of more bonds and mill levy overrides.”

This spreadsheet includes information gathered by the Colorado School Finance Project as of Sept. 8.

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Categories: Urban School News

Early testing may help with learning, according to research

EdNewsColorado - Mon, 09/08/2014 - 18:09
Taking a practice test and getting wrong answers seems to improve subsequent study, because the test adjusts our thinking in some way to the kind of material we need to know.
– Elizabeth Ligon Bjork, U.C.L.A. psychologist

That’s the finding of a recent study highlighted in Benedict Carey’s new book How We Learn: The Surprising Truth About When, Where and Why It Happens.

An excerpt of Carey’s book was published in Sunday’s New York Times Magazine.

To test her theory, Bjork gave her college students a pre-test before some of her lectures. At the end of the year, students answered correctly a higher percentage of questions that had similarly appeared on one of their pre-tests than those that they were just seeing for the first time.

While the percentage was just 10 percent, Carey points out that could be an entire letter grade.

There are some limitations to this theory, Carey writes. Pretests might not be beneficial for learning a language based notations or characters like Chinese and Arabic. That’s because there is no familiar language for your brain to latch on to.

Sunday’s edition of the magazine was the glossy’s annual education issue. Also featured were articles on Bill Gates’ personal mission to revamp history in public education, as well as the very public political fight between charter school executive Eva Moskowitz and Mayor Bill de Blasio.

Categories: Urban School News

Gates Foundation has donated more than $10 million to Colo. ed groups to support Common Core

EdNewsColorado - Mon, 09/08/2014 - 16:49

No organization has given more money to support the roll out of the Common Core State Standards than the Bill and Melinda Gates Foundation. In the last four years, more than $200 million has been distributed to nearly every corner of the country to either implement the English and math standards or support those who are doing so.

Colorado is no exception.

According to this database just published by progressive magazine Mother Jones tracking the foundation’s gifts, organizations with direct or indirect ties with Colorado have received more than $10 million. Here’s a few we spotted in the database:

  • $9.7 million went to the Colorado Education Initiative, formerly the Colorado Legacy Foundation.
  • $5 million went to the Aspen Institute, an educational and policy studies organization based in Washington, DC., that also has a campus in Colorado.
  • $30,000 went to WestEd, a California-based consultant that has done a great deal of consulting for the Colorado Department of Education.

The $9.7 million grant to the Colorado Education Initiative was among the foundation’s largest one-time gifts. Its was awarded the grant to provide the foundation “organizational support” for its work on the standards, teacher effectiveness, and new standardized tests, according to the Gates website

The Colorado nonprofit works on multiple education fronts including healthy schools; teacher effectiveness; science, technology, engineering and math curriculum; and most recently, helping develop new learning models based on the state’s updated graduation requirements.

The Aspen Institute has received multiple grants from the foundation. More than $3 million is going toward the institute’s Urban Superintendents Network, which develops resources to integrate the standards and teacher effectiveness policies. And $185,000 is being used to develop public relations strategies for schools and districts to talk about the  standards and their improvement efforts. 

WestEd is using its grant dollars to research how teachers use data to inform instructional practice.

Speaking of “the Core,”  in its September/October issue, Mother Jones tracks how the state-based initiative to boost student achievement in the 21st century became the third-rail of America’s public education system.

(Disclosure: Chalkbeat is a grantee of the Bill and Melinda Gates Foundation.)

Categories: Urban School News

To better educate students, teachers need time for learning

Catalyst Chicago - Mon, 09/08/2014 - 15:31

The essay topic was “How to become a better man.”

B.H., my student at Consuella B. York High School, located in Cook County’s largest juvenile detention facility, wrote: “Finish school.”

My students live in Division Nine, home to the most serious juvenile offenders. Many of them are at great risk of causing harm – to themselves, their communities, and our city. I know they will be at greater risk if I fail to help them achieve the same goal B.H. set for himself.

My job—to educate these students, provide them with the information and tools they need to succeed, and help them get on a better life path—is a responsibility shared by my colleagues in classrooms across Chicago. Whether our classroom is in a jail, a district-run school or a charter school, we meet every student “where they are” on their first day of class and then create a personalized education to move them forward.

And yet, even though we fulfill this important role for students and society, I don’t often get to share ideas with others on how to improve our schools.  That is why I take every opportunity to ask people who care about public education to invest in meaningful growth opportunities for educators like me. We need access to each other and ongoing support from partners to grow as professionals.

This summer, I saw the impact of those kinds of investments when my colleagues and I participated in the Summer Design Program. This opportunity, facilitated by the Chicago Public Education Fund, brought together 120 teachers and principals from 40 schools across the city. I worked with educators from my school, other schools, and experts in areas like technology and innovation to identify a challenge, and design a solution.

At York, our challenge was simple. How do we use our new computers to help students learn more at a quicker pace?

Creating a teacher exchange program

Through the Summer Design Program process, I took my unit on memoirs and created opportunities to do just that. Students will narrate their memoirs in PowerPoint and add images to their story to create an interactive presentation. This new approach will help my students learn writing and presentation skills, and gain computer skills that they need in today’s world.  This use of technology will also allow me to spend more one-on-one time with each of them.

Chicago needs more opportunities like this for educators like me.

What if we created an exchange program? In Elizabeth Green’s new book: “Building a Better Teacher,” she writes that educators in Japan have subject matter experts and observe each other teach. I would love to learn from my colleagues in other schools.

What about a fellowship for teachers to open their own schools? Spend a year helping the best teachers in Chicago build the school of their dreams, and connecting them with the resources they need to make it great.

Technology is capable of helping all teachers personalize instruction at new levels. Is there a way for nonprofits to support district efforts to create a more technology-literate educator workforce? What if we partnered with the experts from across the country to build a certification program? It could start at a few schools, and expand based on demand.

These ideas range from big to small, but one thing is for sure—they would make a difference to teachers like me and to the students we serve.

This school year, I will find new ways to get B.H., and all of my students, to learn.  I hope Chicago will find new ways to help educators like me to grow as well.

John Boggs is a National Board Certified English Language Arts teacher at Consuella B. York Alternative High School. York is located in Cook County’s juvenile detention center.

Categories: Urban School News

To better educate students, teachers need time for learning

Catalyst Chicago - Mon, 09/08/2014 - 15:31

The essay topic was “How to become a better man.”

B.H., my student at Consuella B. York High School, located in Cook County’s largest juvenile detention facility, wrote: “Finish school.”

My students live in Division Nine, home to the most serious juvenile offenders. Many of them are at great risk of causing harm – to themselves, their communities, and our city. I know they will be at greater risk if I fail to help them achieve the same goal B.H. set for himself.

My job—to educate these students, provide them with the information and tools they need to succeed, and help them get on a better life path—is a responsibility shared by my colleagues in classrooms across Chicago. Whether our classroom is in a jail, a district-run school or a charter school, we meet every student “where they are” on their first day of class and then create a personalized education to move them forward.

And yet, even though we fulfill this important role for students and society, I don’t often get to share ideas with others on how to improve our schools.  That is why I take every opportunity to ask people who care about public education to invest in meaningful growth opportunities for educators like me. We need access to each other and ongoing support from partners to grow as professionals.

This summer, I saw the impact of those kinds of investments when my colleagues and I participated in the Summer Design Program. This opportunity, facilitated by the Chicago Public Education Fund, brought together 120 teachers and principals from 40 schools across the city. I worked with educators from my school, other schools, and experts in areas like technology and innovation to identify a challenge, and design a solution.

At York, our challenge was simple. How do we use our new computers to help students learn more at a quicker pace?

Creating a teacher exchange program

Through the Summer Design Program process, I took my unit on memoirs and created opportunities to do just that. Students will narrate their memoirs in PowerPoint and add images to their story to create an interactive presentation. This new approach will help my students learn writing and presentation skills, and gain computer skills that they need in today’s world.  This use of technology will also allow me to spend more one-on-one time with each of them.

Chicago needs more opportunities like this for educators like me.

What if we created an exchange program? In Elizabeth Green’s new book: “Building a Better Teacher,” she writes that educators in Japan have subject matter experts and observe each other teach. I would love to learn from my colleagues in other schools.

What about a fellowship for teachers to open their own schools? Spend a year helping the best teachers in Chicago build the school of their dreams, and connecting them with the resources they need to make it great.

Technology is capable of helping all teachers personalize instruction at new levels. Is there a way for nonprofits to support district efforts to create a more technology-literate educator workforce? What if we partnered with the experts from across the country to build a certification program? It could start at a few schools, and expand based on demand.

These ideas range from big to small, but one thing is for sure—they would make a difference to teachers like me and to the students we serve.

This school year, I will find new ways to get B.H., and all of my students, to learn.  I hope Chicago will find new ways to help educators like me to grow as well.

John Boggs is a National Board Certified English Language Arts teacher at Consuella B. York Alternative High School. York is located in Cook County’s juvenile detention center.

Categories: Urban School News

Rise & Shine: Fewer TFA corps in Colorado classrooms

EdNewsColorado - Mon, 09/08/2014 - 09:53

v(ouch)!

In court documents filed last month, lawyers for the Douglas County School District and a group of parents who support a suburban voucher program argue the program is constitutional. They point to earlier Colorado court cases and those around the nation that found similar programs pass constitutional muster. ( Chalkbeat Colorado )

Human Resources

Colorado's Teach for America corp is the most diverse ever, but fewer metro school districts are employing the organization's teachers. ( Denver Post )

Christmas in September

Denver Post readers are pouring donations on two families that were recently featured in a special report about homelessness. While the gifts aren't life-changing, they are helping. ( Denver Post )

Healthy schools

Students at Thomas Jefferson High School now have access to a health clinic on campus. ( CBS 4 )

A year after four Douglas County students committed suicide in 11 days, the school district is upping its suicide prevention program. And students are taking an active role. ( Fox 31 )

Saved by the bell

High school students should have a later start time, the Aurora Sentinel argues. That would improve attendance and test scores, they believe. ( Aurora Sentinel )

You asked, we answered

A Chalkbeat Colorado reader wanted to know when it became a common place expectation that students learned to read by third grade. Here's what we found out. ( Chalkbeat Colorado )

Extreme Makeover

A Longmont charter school is nearly complete with its $5 million renovation and expansion. ( Longmont Times-Call )

Tick, tock

Pueblo City Schools has 23 months before it might lose its accreditation. And the state says its doing everything it can to help. ( Pueblo Chieftain )

Second times a charm

The Wesminster school district hopes voters will approve a bond and mill levy question this fall. ( Wesminster Window )

Common what?

Before you help your students with their homework, you might want to take this crash course on the new Common Core approaches being used by teachers across Colorado. ( 9 News )

R.I.P.

Broomfield High School students remember their classmate and his family who died in a plane crash. ( Daily Camera )

Categories: Urban School News

Take 5: Ames closure, school funding, high school quest

Catalyst Chicago - Mon, 09/08/2014 - 09:45

 Did CPS close a school last year, despite promising a five-year moratorium on closings and failing to go through the process required by state law? It seems like this is the case from a Sun Times story this morning on what happened to Ames Middle School and Marine Math and Science Academy. As you will remember, last year two schools existed: Ames in Logan Square--a school that the Logan Square Neighborhood Association waged a mighty battle to keep as a neighborhood school; and Marine, a high school that shared a school on the West Side with Phoenix Military Academy.

When activists confronted Board President David Vitale in December of 2012 about rumors that Ames was going to be closed and taken over by Marine, he told them in a board meeting that he didn't know of any plans. Then, in October of 2013, Mayor Rahm Emanuel announced that Marine is relocating to Ames. But, when it was pointed out that this would result in a school closing,  CPS spokespeople insisted that while Ames was becoming a military academy, Marine would stay open.

LSNA got a referendum placed on the ballot and by a margin of more than two to one, residents voted against the conversion to a military academy. But the board didn't budge. Now, CPS officials are telling a convoluted story about why all the Marine Math and Science students wound up at Ames, as well as why the Marine principal is suddenly in charge of the Logan Square school. According to spokesman Bill McCaffrey, no students chose to attend. But the Sun-Times reports that students and parents say they were told that there was only one Marine campus: in the Ames building.

Bottom line: Only one school exists now, where there used to be two, and CPS did not follow the procedure for consolidattion. The only question now is whether there’s anything anyone can do about it.

2. Heath risk.... Of the 18,000 CPS students with asthma, only a quarter of them had health management plans and only half of the 4,000 with food allergies had them, according to a Chicago Tribune story about a study of 2012-2013 records by Northwestern’s Feinberg School of Medicine. The plans are meant to help schools address chronic health conditions and prevent reactions. The study found that students on the North and Northwest Sides were the most likely to have a plan on file compared with the rest of the city. Also, poor black and Latino students were the least likely, though more of them were diagnosed with asthma and allergies.

 The Northwestern pediatrics professor who led the study said that he thinks that CPS is representative of the rest of the country.

However, one obstacle may be that CPS schools have far fewer nurses than recommended. The National Association of School Nurses recommends a minimum of 1 nurse for every 750 students for a general population. The association recommends much higher for students with special health needs. However, the latest CPS data shows that the district only has 322 nurses or nurse practitioners, with only six assigned to individual schools.

3. The yearly shuffle... Austin Weekly News has a story about layoffs in local schools. According to the article, some 54 CTU members and 11 paraprofessionals lost their jobs at schools in Austin, West Humboldt PArk and Garfield Park. CTU organizer Brandon Johnson, who lives in Austin, seizes the opportunity to make the layoffs an election issue. Brandon is serving as treasurer of CTU president Karen Lewis mayoral committee and said the layoffs show Mayor Rahm Emanuel’s “distain for public education and disinterest in African American Chicagoans.”

But the main reason schools lost staff is that they were projected to have lower enrollment. Some could lose more. The article is a good reminder of what is going on at local schools right now. Coming up to the 20th day, schools are trying to shore up enrollment because if they do not get as many students as expected, they will lost money. CPS schools get about $4390 per student, plus extra stipends for students who are low-income and teachers for special education and bilingual students. Last year, CEO Barbara Byrd-Bennett chose not to take back money from schools that missed their enrollment targets, but she won't do that this year.

4. Funding overall still on table... Though he didn’t bring up the legislation in the spring, House Speaker Mike Madigan is quietly gathering together Democrats to get them to discuss a proposed change in the way the state funds schools, reports the Associated Press. The idea is to have the legislation, sponsored by Sen. Andy Manar, a Democrat from Bunker Hill, ready for hearings after the November election. The Senate passed the bill. The proposed legislation tries to even out disparities between districts with rich property tax bases and those that are property poor.

Manar’s plan would make almost all state funding dependent on need. It also would drastically alter the way Chicago gets money from the state. Currently, CPS get a block grant, but under the plan, the district would bill the state for services or get money per student receiving them, like the rest of the state. Chicago stands to lose about $28 million in state funding if this plan is passed. Property-rich suburbs also stand to lose a lot. Schaumburg, for example, would get $12.4 million less. One amendment to the bill is that it would cap the amount of per pupil loss to $1,000 per student.

5. High school quest... WTTW started airing the first of five documentaries at 7:30 on Friday that follow eighth-graders from Chicago and Chicago suburbs. The documentaries, which are already available on youtube, use the stories of these teenagers striving to get into good high school as a way to show the disparities in the situations confronted by the students.

One of the documentaries focuses on the administrations of the elementary schools being attended by the students. The segment at a Wilmette Junior High School features the principal cutting a ribbon for the new science wing, which was paid for through a $100,000 donation from the school’s education foundation. The principal there talks about how he sees the middle grades as a time for exploration and experience. This stands in sharp contrast to the scene in Calumet City. There, a principal stands in front of a projector talking about the school’s low test scores and how the state could come take over the school if it doesn’t improve. It also has the superintendent talking about how the school district spurned an attempt by Urban Prep to open the school in the South Suburb.

The three Chicago schools are also very different. At the UNO school, the principal shows off  a “student data notebook” which lists test scores, demerits, attendance and homework. At Disney Magnet School, students put on a musical and do a project utilizing technology.

The other episodes look at communities, the high schools they are striving to get into and eventually reveals whether they got into the high school of their choosing.

 

 





Categories: Urban School News

Take 5: Ames closure, school funding, high school quest

Catalyst Chicago - Mon, 09/08/2014 - 09:45

 Did CPS close a school last year, despite promising a five-year moratorium on closings and failing to go through the process required by state law? It seems like this is the case from a Sun Times story this morning on what happened to Ames Middle School and Marine Math and Science Academy. As you will remember, last year two schools existed: Ames in Logan Square--a school that the Logan Square Neighborhood Association waged a mighty battle to keep as a neighborhood school; and Marine, a high school that shared a school on the West Side with Phoenix Military Academy.

When activists confronted Board President David Vitale in December of 2012 about rumors that Ames was going to be closed and taken over by Marine, he told them in a board meeting that he didn't know of any plans. Then, in October of 2013, Mayor Rahm Emanuel announced that Marine is relocating to Ames. But, when it was pointed out that this would result in a school closing,  CPS spokespeople insisted that while Ames was becoming a military academy, Marine would stay open.

LSNA got a referendum placed on the ballot and by a margin of more than two to one, residents voted against the conversion to a military academy. But the board didn't budge. Now, CPS officials are telling a convoluted story about why all the Marine Math and Science students wound up at Ames, as well as why the Marine principal is suddenly in charge of the Logan Square school. According to spokesman Bill McCaffrey, no students chose to attend. But the Sun-Times reports that students and parents say they were told that there was only one Marine campus: in the Ames building.

Bottom line: Only one school exists now, where there used to be two, and CPS did not follow the procedure for consolidattion. The only question now is whether there’s anything anyone can do about it.

2. Heath risk.... Of the 18,000 CPS students with asthma, only a quarter of them had health management plans and only half of the 4,000 with food allergies had them, according to a Chicago Tribune story about a study of 2012-2013 records by Northwestern’s Feinberg School of Medicine. The plans are meant to help schools address chronic health conditions and prevent reactions. The study found that students on the North and Northwest Sides were the most likely to have a plan on file compared with the rest of the city. Also, poor black and Latino students were the least likely, though more of them were diagnosed with asthma and allergies.

 The Northwestern pediatrics professor who led the study said that he thinks that CPS is representative of the rest of the country.

However, one obstacle may be that CPS schools have far fewer nurses than recommended. The National Association of School Nurses recommends a minimum of 1 nurse for every 750 students for a general population. The association recommends much higher for students with special health needs. However, the latest CPS data shows that the district only has 322 nurses or nurse practitioners, with only six assigned to individual schools.

3. The yearly shuffle... Austin Weekly News has a story about layoffs in local schools. According to the article, some 54 CTU members and 11 paraprofessionals lost their jobs at schools in Austin, West Humboldt PArk and Garfield Park. CTU organizer Brandon Johnson, who lives in Austin, seizes the opportunity to make the layoffs an election issue. Brandon is serving as treasurer of CTU president Karen Lewis mayoral committee and said the layoffs show Mayor Rahm Emanuel’s “distain for public education and disinterest in African American Chicagoans.”

But the main reason schools lost staff is that they were projected to have lower enrollment. Some could lose more. The article is a good reminder of what is going on at local schools right now. Coming up to the 20th day, schools are trying to shore up enrollment because if they do not get as many students as expected, they will lost money. CPS schools get about $4390 per student, plus extra stipends for students who are low-income and teachers for special education and bilingual students. Last year, CEO Barbara Byrd-Bennett chose not to take back money from schools that missed their enrollment targets, but she won't do that this year.

4. Funding overall still on table... Though he didn’t bring up the legislation in the spring, House Speaker Mike Madigan is quietly gathering together Democrats to get them to discuss a proposed change in the way the state funds schools, reports the Associated Press. The idea is to have the legislation, sponsored by Sen. Andy Manar, a Democrat from Bunker Hill, ready for hearings after the November election. The Senate passed the bill. The proposed legislation tries to even out disparities between districts with rich property tax bases and those that are property poor.

Manar’s plan would make almost all state funding dependent on need. It also would drastically alter the way Chicago gets money from the state. Currently, CPS get a block grant, but under the plan, the district would bill the state for services or get money per student receiving them, like the rest of the state. Chicago stands to lose about $28 million in state funding if this plan is passed. Property-rich suburbs also stand to lose a lot. Schaumburg, for example, would get $12.4 million less. One amendment to the bill is that it would cap the amount of per pupil loss to $1,000 per student.

5. High school quest... WTTW started airing the first of five documentaries at 7:30 on Friday that follow eighth-graders from Chicago and Chicago suburbs. The documentaries, which are already available on youtube, use the stories of these teenagers striving to get into good high school as a way to show the disparities in the situations confronted by the students.

One of the documentaries focuses on the administrations of the elementary schools being attended by the students. The segment at a Wilmette Junior High School features the principal cutting a ribbon for the new science wing, which was paid for through a $100,000 donation from the school’s education foundation. The principal there talks about how he sees the middle grades as a time for exploration and experience. This stands in sharp contrast to the scene in Calumet City. There, a principal stands in front of a projector talking about the school’s low test scores and how the state could come take over the school if it doesn’t improve. It also has the superintendent talking about how the school district spurned an attempt by Urban Prep to open the school in the South Suburb.

The three Chicago schools are also very different. At the UNO school, the principal shows off  a “student data notebook” which lists test scores, demerits, attendance and homework. At Disney Magnet School, students put on a musical and do a project utilizing technology.

The other episodes look at communities, the high schools they are striving to get into and eventually reveals whether they got into the high school of their choosing.

 

 





Categories: Urban School News

What We’re Reading: Pre-K to become a federal school turnaround strategy

EdNewsColorado - Fri, 09/05/2014 - 18:18
  • Changes to federal School Improvement Grants could make early education an official turnaround strategy. (Politics K-12)
  • Some conservatives are unhappy about changes to the AP U.S. History curriculum, and one test-taker wonders why. (Slate)
  • A small, safe, high-achieving high school in Philadelphia is somehow at a loss for students. (Notebook)
  • Durham, N.C., is severing its Teach for America contract, which brought a dozen teachers to the city. (Answer Sheet)
  • TFA’s subtle shifts raise questions about its role in the education reform ecosystem. (Vox)
  • As his son starts school, an urban education professor lists his hopes for the next 14 years. (Hechinger)
  • “It’s hard to feel like a guru,” says cultural literacy evangelist E.D. Hirsch. “I’ve been a pariah for so long.” (Politico)
  • Three maps of D.C. visualize the well-worn connection between poverty and low test scores. (Greater Greater)
  • An elegy for “Up the Down Staircase,” a classic of school stories from the 1960s that’s out of print. (New Yorker)
  • After two decades in the classroom, a Brooklyn teacher is collapsing distinctions between him and students. (Mind/Shift)
  • Chicago is increasingly assigning school librarians away from their libraries. (NPRed)
  • Most children displaced by Syria’s civil war aren’t attending school and probably never will again. (Atlantic)
Categories: Urban School News

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