Thousands of Jefferson County residents packed the local fairgrounds Wednesday night to learn what they could do to recall three members of their school board whom they believe are wasting taxpayer dollars, skirting open meeting laws, and disrespecting teachers and community members. ( Chalkbeat Colorado )
Earn your wings
The Wings Over the Rockies Air and Space Museum is partnering with Elevate Academy to open the Wings Aerospace Academy, an online charter school for sixth-, seventh- and eighth-graders. ( Denver Post )
The Boulder Valley School District is installing new hardware and increasing its bandwidth to four times its current capacity, a move district officials say is necessary to keep up with the increase in technology use in schools. ( Daily Camera )
back to school
Even though it's early July, hundreds of students at two elementary schools in Harrison School District 2 headed back to school due to a new schedule. ( The Gazette )
HomeDenver and the WestStory DENVER AND THE WEST University of Colorado study links education to lower mortality rates CU study finds that lack of education is as deadly as smoking By Electa Draper The Denver Post POSTED: 07/08/2015 02:33:01 PM MDT4 COMMENTS| UPDATED: ABOUT 5 HOURS AGO Green Valley Ranch High School in Denver Green Valley Ranch High School in Denver (Kathryn Scott Osler, The Denver Post ) Lack of education might be as bad for your health as smoking, according to a study by the University of Colorado, New York University and the University of North Carolina at Chapel Hill. ( KUNC )
( Denver Post )
GOLDEN — Thousands of Jefferson County residents packed the local fairgrounds Wednesday night to learn what they could do to recall three members of their school board whom they believe are wasting taxpayer dollars, skirting open meeting laws, and disrespecting teachers and community members.
The mood in the barn ranged from curious to outright giddy, with some recall advocates jumping up and down, hugging each other, and dancing to a galvanizing playlist that included Journey’s “Don’t Stop Believin’ and Chumbawamba’s “Tubthumping.”
“There’s been a lot of hard work leading up to this moment,” said recall organizer Wendy McCord. “But the fight has just begun.”
Critics of the three board members — Ken Witt, Julie Williams, and John Newkirk — began exploring the possibility of a recall almost as soon as the board majority was elected in 2013. The trio was bent on pushing a conservative free-market education reform agenda in Jefferson County, the critics charged.
The intervening 18 months have only solidified their concerns, as some board members sought to censor an Advanced Placement class, approved a charter school linked to a Christian university, and changed the way teachers are paid.
Now, if all goes according to the recall organizers’ plan, Jefferson County voters will get the option to recall Witt, Williams, and Newkirk on this November’s ballot. But as opponents of the recall have pointed out, that plan is far from assured.
Organizers have only a short time to get enough signatures to put the measure on the ballot. In the coming weeks, volunteers will canvass neighborhoods, parks, and businesses to round up support, organizers said.PHOTO: Nicholas Garcia Thousands of Jefferson County residents packed a barn at the local fairgrounds to learn about an effort to recall three of the county’s school board members.
If Wednesday night’s event was any indication, they are likely to find traction.
The crowd of approximately 2,000 included plenty of teachers and parents familiar with the ongoing dustup in Jefferson County, as well as fresh faces and political figures.
It also included many students, who have been a powerful force in lobbying against the board members. Before recall organizers took the stage, students from Jeffco Students for Change led the crowd in chants of “Recall! Recall!” and “The people, united, will never be defeated!”
Not everyone in Jefferson County is excited about the prospect of a recall.
Sheila Atwell, executive director of Jeffco Students First and a supporter of the board majority, said she believes the recall campaign will end up as a waste of time and money.
“For right now, I’m just focusing on highlighting all the great things this board has done,” she said when asked what role her organization might play in defending Witt, Williams, and Newkirk if voters do face a recall choice in November. Atwell raised money for the board majority during the 2013 campaign.
There are signs that the recall effort is mobilizing families who more typically would stay on the sidelines.
Back at the barn, Jeffco Public School parent Loreli Bratton, who will organize petition gathering in Wheat Ridge, said she was initially reluctant to join the recall effort.
“I would much rather be in my garden or reading a book,” she said amid mud and the scent of wet cow manure. “But when people start messing with my child’s education, I’m forced to get involved.”PHOTO: Nicholas Garcia Dozens of young Jefferson County residents ran through the barn and climbed on rails during a campaign rally July 8.
No Waiver Left Behind
Colorado should be cautiously optimistic about having key changes in its testing system approved by the U.S. Department of Education, according to education policy experts surveyed by Chalkbeat Colorado. ( Chalkbeat Colorado )
The Jefferson County Clerk on Tuesday OK'd a petition for signatures to launch a recall effort for three conservative board members. ( Denver Post )
The group behind the recall effort, Jeffco United for Action, will hold a kick off campaign today. ( 9News )
Leading the way
Utah could learn a thing or two about public education from Colorado, a foundation report suggests. ( Salt Lake City Tribune )
dollars and sense
The Adams 12 school district has approved a budget that will eliminate a $15 bus fee for students. ( Northglenn-Thornton Sentinel )
As Native American students across the country continue to lag behind their non-Native peers in educational achievement, a small charter school in New Mexico, has found remarkable success in making sure its students graduate. ( Santa Fe New Mexican via The Durango Herald )
Thompson Valley High School's former assistant principal, Tom Texeira, is the district's new head of human resources. ( Reporter Herald )
Federal safeguards for disadvantaged students must be part of the rewrite of federal education laws — otherwise children will indeed continue to be left behind, The Denver Post opines. ( Denver Post )
Colorado should adopt more aggressive school choice options so students can have access to high performing private schools like Denver's Arrupe Jesuit, suggests education policy analyst Ross Izard. ( Complete Colorado )
As the Achievement School District in Tennessee completes its third year of operation, Nevada, Pennsylvania, Georgia and Arkansas all appear poised to launch state-run turnaround school districts, with Pennsylvania, Arkansas and Nevada even seeking to copy Tennessee’s “ASD” moniker. ( Chalkbeat Tenessee )
Straight to the top
Here is how one Israeli educator turned around on of the nation's lowest performing schools into one of its top performing. ( NPR via KUNC )
The nation's largest teachers union will support opt-out rights and oppose tests linked to the Common Core standards after a member vote at its national convention. ( Ed Week (Paywall) )
Colorado should be cautiously optimistic about having key changes in its testing system approved by the U.S. Department of Education, according to education policy experts surveyed by Chalkbeat Colorado.
The testing law passed by the 2015 legislature contains several changes to the state’s assessment and accountability system, including a shift in high school standardized testing and a one-year timeout in the rating system for districts and schools.
Such changes require signoff by the U.S. Department of Education as part of Colorado’s overall ESEA Flexibility Request, a state-federal agreement that allows some state practices to vary from those required by the Elementary and Secondary Education Act as long as Colorado meets the overall goals of that federal law.
The state’s current flexibility agreement is expiring, and state and federal officials are negotiating a new one. Theoretically, federal rejection of Colorado proposals could threaten the state’s overall flexibility plan or could require the legislature to go back to the drawing board on testing in 2016.
“The department is going to be open to listening,” said Michelle Exstrom, a program director at the National Conference of State Legislatures.
But, “It’s hard to know what the department will do,” cautions Kirsten Carr, director of accountability at the Council of Chief State School Officers, a group that represents the nation’s education commissioners.
Since the new state testing law (House Bill 15-1323) passed in May, officials at the Colorado Department of Education have been discussing those changes with their Washington counterparts, trying to get a sense of what will pass muster.
The department will prepare amendment language based on those discussions and present those amendments to the State Board of Education for approval in August, according to Alyssa Pearson, CDE interim associate commissioner of accountability, performance and support.
In an effort to handicap Colorado’s chances, Chalkbeat interviewed several education policy experts around the nation. While cautioning that it’s hard to predict what the federal department will decide, all believe the issues involved are open to negotiation. Here’s what they had to say on the key changes in state testing law.High school testing
What’s proposed – Federal law requires language arts and math tests be given once in high school, which has been interpreted as during 10th, 11th or 12th grade. Colorado long has given the tests in ninth grade, which isn’t required, and in 10th grade as well. The new law proposes to continue 9th grade testing but to switch to a college and career readiness test like the Accuplacer in 10th grade.
“I don’t think the year of the test would be a sticking point,” said Phillip Lovell, vice president for policy and advocacy at the Alliance for Excellent Education, a Washington-based advocacy group that focuses on high school improvement.
But, Lovell said, Colorado will need to demonstrate that new 10th grade tests are properly aligned with state academic standards.
Chad Aldeman, associate partner at Bellwether Education Partners, agrees that the U.S. DOE will want to know the details of how new tests align with standards and college admissions.
He said “ninth grade tests are potentially a problem.” Bellwether is a Massachusetts-based consulting group.
“I think there are policy arguments Colorado could make here,” said Lee Posey, education committee director in NCSL’s Washington office. “Those are the kind of things the [federal] department might look at.”
Exstrom, who works in NCSL’s Denver headquarters, said, “I think that will be a point where they [state officials] are really going to be negotiating with the Department of Education. She added that “states [like Colorado] that are showing good-faith efforts” on school improvement might be able to make the case for such a testing change.
While optimistic about Colorado’s chances, Lovell did say, “From a policy point of view I find it interesting that the tests would given at the beginning of high school,” when students have just begun their academic careers at that level.The accountability timeout
What’s proposed – The coming school year will serve as a time-out for accreditation ratings. No new ratings will be announced this autumn, meaning schools and districts will retain the ratings they were assigned at the end of 2014. The rating system won’t full kick back into operation until the 2017-18 school year.
The experts don’t expect Colorado will have a problem on this issue, given previous statements by Education Secretary Arne Duncan about the need for a time out after states switch tests, which Colorado did last spring.
“The department has shown openness to that in the past,” Exstrom said. “A number of states are in similar situations,” said Lovell. “It’s a logical request.”
Carr and Aldeman agreed, although Aldeman said the department will want assurances that improvement efforts at the lowest-performing schools will continue during the time-out year.Other issues
Another element of the testing law allows pilot programs through which districts and groups of districts can try out new ways of testing students and holding schools accountable. The goal is that two programs will be chosen from the first group of pilots, and that one of those might eventually become the new state testing and accountability system. This plan will require multiple levels of federal approval.
A limited pilot program is underway in New Hampshire, and “A number of states have been looking” to that state, Exstrom said.
If a program is closely modeled on New Hampshire, and if alternative tests measure the same skills as statewide assessments, “The U.S. Department of Education would be open to that,” she said.
“This certainly will be an important part of negotiations,” said Lovell. “Given the department’s work with New Hampshire, I think there’s a pretty decent chance that Colorado and the department can work something out so that the pilot could be part of the plan.”
Aldeman noted that the department set “a pretty high bar” for New Hampshire and that “Colorado would have to meet a similarly high bar.”
Colorado also is proposing changes in testing of some English language learners and not using English language arts scores of ELL students who have been in the U.S. for fewer than two years as part of school and district accountability calculations.
“This is an area a number of states are exploring,” Exstrom said. “I don’t have a good sense of what their reaction will be,” said added, referring to federal officials.
(See this Chalkbeat story to learn more about these issues and about additional parts of the testing law that don’t require federal sign-off.)Will Colorado get points for good behavior?
Some of the experts cited Colorado’s record on education reform as a point in its favor.
“Colorado has been a leader,” said Carr, adding that the department may lean toward proposals from states that are being “thoughtful” about their accountability systems.
“I think there’s room aroind the edges for a state that is really trying to make a good faith effort,” said Exstrom. “The department is going to open to listening.”Congress may change the rules
The flexibility agreements held by Colorado and many other states are commonly called “waivers” because they are DOE-approved exemptions from some provisions of the ESEA.
The department started issuing waivers in 2011 because of congressional failure to update ESEA. But the issue is back on the front burner in Congress, where both the House and Senate are debating bills this week.
Increased flexibility for states is part of the measures before Congress, so the landscape could change significantly if lawmakers come to agreement.
“A lot of these questions could be answered by passage of the ESEA reauthorization,” Lovell said. “There’s a decent likelihood of that happening,” he added. “It may not be this calendar year, but there’s a decent possibility of it happening early into next year. … It has the best chance of passing that it has in a really long time.”
Colorado's school accountability timeline has changed since the legislature passed a bill that also adjusts standardized testing. ( Chalkbeat Colorado )
A study suggests that young people with very involved parents are more likely to struggle with certain mental health issues in college. ( Slate )
Research finds that school shootings can be "contagious": That is, one shooting is often followed by several more. ( KSL )
A Colorado program aimed at stemming teen pregnancies was more successful than anyone forecasted. ( New York Times )
A supply drive for schools in the Boulder and St. Vrain school districts is seeking volunteers. ( Times-Call )
Making a Mark
A Colorado College alumna and geophysicist is on track to be the next president of the National Academy of Sciences. ( The Gazette )
When Colorado lawmakers took up the issue of testing in the spring, they also took up the issue of how to adjust the state’s school accountability system.
Created by law in 2010, the system requires the state to rate every school and school district based mostly on how well students perform on annual standardized tests. Schools and districts that are considered failing and don’t improve within five years are supposed to face sanctions.
In effect, the accountability clock, as some call it, is on hold until the fall of 2016. That’s the next time the state will issue its ratings. And that’s when the State Board of Education will start to decide what to do with schools and districts that haven’t improved since the clock started ticking.
Until the testing bill passed, the Colorado Department of Education was prepared to move forward with preliminary ratings in the fall that would have been finalized in early 2016 when test results from the spring were released.
Schools and districts, especially those at the end of the clock, would have had an extra burden to prove their students grew academically by using local assessments.
And whatever the state board would have decided in regards to the state’s chronically under performing schools would have gone into effect a year from now.
Instead, the earliest state sanctions can take effect is July 2017.
We’ve updated our timeline to reflect these changes. You can scroll through the timeline and click on links for previous coverage.
For supporters of Douglas County schools' pioneering voucher program, the fight goes beyond the district as they seek to challenge constitutional provisions in 37 states that restrict public funding of religious organizations. ( Denver Post )
Kids in Greeley-Evans School District 6 who need summer school to catch up may not get the help they need due to low federal funding for summer school programs. ( Greeley Tribune )
Not adding up
In Roaring Fork School District, above-average turnover rates may be the result of the cost of living. ( Post Indepedent )
Fewer marijuana-related expulsions occurred in Grand Junction schools last year and school officials credit this to counseling and a campus security officer. ( Denver Post via AP )
Boulder Valley parents are gathering support for a Hebrew charter school, hoping to open its doors by fall 2016. ( Daily Camera )
First in class
English language learners from across the world will be the first to graduate from Denver Public School's summer academy hosted with the University of Denver. ( Denver Post )
Out of this world
High-schoolers are tracking near-earth asteroids as part of the Summer Science Program at the University of Colorado. ( Daily Camera )
Colorado College is planning a $45 million expansion and library renovation. ( The Gazette )
Nine Republican candidates have applied for the 3rd District vacancy on the State Board of Education created when board chair Marcia Neal announced her resignation. ( Chalkbeat Colorado )
For teachers, time is the biggest challenge as they try to balance longer school days, training sessions, grading and planning. ( Chalkbeat Colorado )
Nine candidates have applied for the 3rd District vacancy on the State Board of Education created when board chair Marcia Neal announced her resignation.
Frieda Wallison, chair of the GOP 3rd District Central Committee, announced the candidate list Thursday after the deadline for applications closed.
The hopefuls include six applicants who surfaced earlier (see this Chalkbeat Colorado story) plus three additional names.
The new candidates include:
The other six applicants, who confirmed their interest earlier to Chalkbeat, include:
Wallison also announced the members of the vacancy committee, who were chosen based on party rules. They are:
The committee is expected to meet this month, but a date and location haven’t been chosen. The panel expects to interview all candidates and take a vote at that meeting.
There could be multiple ballots, given that state law requires the winner to be selected by a majority of committee members present and voting.
Neal’s resignation is effective July 31. The State Board doesn’t meet this month, so the new member is expected to be sworn in at the group’s August meeting. A new board chair and vice chair also will be elected. The board’s other members include three Democrats and three Republicans, so Neal’s replacement will maintain the 4-3 GOP majority.
Editor’s note: Weekend reads is coming to you a day early this week. That’s because the Chalkbeat offices are going to be closed Friday in observance of the July 4 holiday. Have a safe and happy holiday. We’ll see you back here on Monday!
Michelle Gunderson used to look forward to her weekly training sessions about how to work with struggling readers.
One morning per week, she and her fellow first-grade teachers at Nettelhorst Elementary School in Chicago would cycle through each other’s classrooms to discuss useful strategies and to see the visual aids others were using up close.
But then Mayor Rahm Emanuel mandated a seven-hour school day for all students, pointing to research tying more time in school to better academic outcomes. Under pressure to spend more time in front of students, teachers had to abandon the training sessions.
With 840 students to instruct, the school’s hectic schedule hasn’t allowed for shared planning time to serve as a replacement. And teachers also have less time during the school day to complete essential responsibilities such as writing lessons and grading tests.
“The nature of teaching is that you have to pace yourself so you have enough energy to get up and do it the next day,” Gunderson said, a veteran with 20 years of experience in the classroom. “If you spent all night planning and grading papers, what do you have to give the children the next day? We have to be able to reserve our energies so our instruction is effective.”
Gunderson’s experience reflects a fundamental tension in schools with expanded learning time for students: Research suggests that more time in school boosts students’ skills and long-term prospects, but adding productive time to students’ days often means cutting time from their teachers’. And that lost teacher planning and training time, research shows, also matters.
“It really is a balance. More time is only as good as it’s being used,” said Scott Barton, the principal of a California charter school whose model includes additional time for students and teachers alike. “To use that time wisely, we have to make sure that our teachers are prepared.”
New York City’s recent experience highlights the tug of war that can play out around learning time.
The city’s 2005 contract with its teachers union added 150 minutes per week of small-group instruction for struggling students, in keeping with then-Mayor Michael Bloomberg’s “Children First” education agenda. “We are taking 300,000 children who are performing below average, and as of today they are going to have an extra period, four days a week in classes of 10 or less,” he said at the time.
But when Bloomberg’s successor, Bill de Blasio, negotiated a new contract with the union in 2013, he took a different approach and rolled most of that time back to make way for teacher training and collaboration.
The teachers union hailed the change. “We have to train teachers so that the time they’re spending with students is much more effective and valuable,” union chief Michael Mulgrew said at the time. “Versus doing, once again, this political punch line — more time with the student. Let’s make it better time with the student.”
But the tradeoff left some educators scratching their heads. “I honestly have never met one teacher who thinks the solution to the educational crisis is less time with students and more time in PD,” one teacher wrote on his blog.
The same balancing act is playing out in thousands of schools across the country that have extended the school day, according to Jennifer Davis, co-founder and president of the National Center on Time and Learning, a nonprofit that advocates for expanded learning time.
Davis said schools that are strategic about how to allocate time can optimize their schedules to meet both student and teacher needs. About half of the 2,000 schools her group tracks offer additional time for students and teachers alike, she said.
“I’m not saying it’s easy,” Davis said. “There are hard trade-offs, but there are ways to work it out.”
The Preuss School, the charter secondary school in La Jolla, Calif., that Barton runs, is one school where managing those tradeoffs has been a goal from the beginning. Founded in 1999 with more time for students and teachers as a key part of its model, Preuss requires students to be in school for 198 days a year, rather than the more typical 180 days.
In addition, Preuss teachers teach for six of the eight class periods per day. A teacher’s two free periods are blocked together for a daily 90-minute prep period, which is frequently used as collaborative planning time across departments or grade levels.
And the school has a later student start-time each Friday, providing all teachers with 105 minutes to collaborate and learn from one another every week.
“We felt from the beginning that there has to be time for teachers if we have more time for students,” Barton said. “Teachers need time and we need to build it in — not make it after school.”
Janis Gabay, an English teacher at Preuss and the 1991 National Teacher of the Year, serves as her department’s chair and said the Friday professional development sessions are unlike anywhere else she’s worked.
“When I worked in the large school district, staff development was kind of a monthly thing, if that, where you trotted out a speaker and you had people who sat in the back and wanted to grade papers,” she said. “Here, it’s a way to stay connected with one another. It’s where we’re encouraging the reflective teacher and asking things like ‘What have you struggled with? What are you curious about?’”
Charter schools like Preuss tend not to be bound by union contracts and so have the most flexibility in reworking schedules to balance the needs of students and teachers.
But traditional schools are finding ways to split the difference, as well.
Oakland, Calif., has found a way to resolve the tension by combining expanded learning time offerings in the summer for both.
Typically, summer school is a time for bare-bones instruction to ensure that students get the basics that they did not pick up during the school year. But last summer, Oakland hired coaches to work with English and math teachers as they worked to tie their teaching to the Common Core standards for the first time.
Tamrya Walker, who is a math teacher and instructional coach in Oakland, said one of the benefits of training during the summer is the smaller class size and fewer requirements placed on the teachers.
“There’s not as much stress in terms of assessment,” she said. “Teachers can focus on helping kids.”
A new program in Denver is taking the same approach. The district recently launched a three-week laboratory summer program for teachers to try out new strategies, particularly around how to tailoring instruction to individual students.
Signs of balance are even emerging in contracts between districts and their teachers union, traditionally an arena for tugs of war over time because they set parameters for how teachers’ days are spent. In December, Boston negotiated a new contract that added 40 minutes a day at dozens of schools and also doubled teachers’ planning and training time.
“Boston public schools have been saying for many years that we need a longer school day,” said Michael O’Neill, chairman of the city’s school governing board, said when announcing the contract terms. “But a longer day isn’t effective unless you also transform the quality of the education.”
Boston teachers at participating schools saw nearly $5,000 raises as a result of the added time.
In districts with less fiscal flexibility, figuring out how to balance teacher and student time has been more of a challenge.
In Philadelphia, School Reform Commissioner Bill Green is advocating for a longer school day in the district’s next teacher contract. “It’s fairly simple,” he said. “All of the research indicates that longer school days or years have a positive impact on the achievement of urban students.”
Green is also arguing that state law requires Philadelphia to increase instructional time by nearly half an hour a day — an interpretation of the law that the teachers union is contesting. But he has said the cash-strapped district cannot pay teachers any more.
“To expect that the district is going to be able to attract and retain teachers as long as they totally disrespect them as professionals is unconscionable,” Philadelphia teachers union president Jerry Jordan said earlier this year, reacting to Green’s longer-day push. “It’s not going to happen.”
Back in Chicago, where the 2012 contract resulted in the city’s first teachers union strike in 25 years, teachers hope a new contract will better balance time for students and time for teachers.
Time isn’t the biggest issue in ongoing negotiations, which appear likely to extend beyond the June 30 contract expiration. Instead, the city and teachers union are locked in conflict about how teachers should be evaluated and how likely layoffs will happen.
Still, Gunderson said she hopes an eventual contract adds resources so that teachers can work together to make the longer school day effective.
“Without the time we have together, I don’t have as much of a chance to connect with my fellow teachers in terms of mentoring,” she said. “Here I am with years of craft knowledge that I would love to be able to give to my fellow teachers, but I’m not afforded the time to anymore.”
This story was produced as a collaboration among all news organizations participating in the Expanded Learning Time reporting project.
Student organizations at the University of Colorado Boulder may lose about 75 percent of their funding compared to last year's funds due to a new proposal. ( Daily Camera )
Chief fundraising officer at CU-Boulder leaves position after less than a year. ( Daily Camera )
Summer food programs scarce for Garfield County students. ( Post Independent )
The great outdoors
Thanks to an environmental learning program, Jeffco students get hands-on in outdoor class. ( Denver Post )
On the job
Students with disabilities learn job skills through Summer Works Academy. ( 9News )
Game-based learning gives students a chance to learn in a non-traditional way. ( Chalkbeat Colorado )
Aiden Alexander is stranded in the middle of nowhere and armed only with a few items, including a cinch sack and machete, after his car runs out of gas. The rain makes the situation more difficult — it’s a lot to handle for an eighth grader.
Luckily for Alexander, it’s just a game at a workshop meant to teach him how to think on his feet as a sticky situation changes.
Using games to teach students isn’t a new concept. But some hope this classroom technique can be revamped to focus on “21st century skills,” such as critical thinking and creativity, as Alexander learned about in his game.
Game-based learning might also soon make its most substantial debut in Colorado in the fall of 2016 as the basis of a new school in the Aurora Public Schools system.
Game-like learning is exactly what it sounds like: Teachers use games to teach. Engaging with hands-on activities allows students to learn both specific lesson and a broader concepts, like how to collaborate as a team or how to solve problems, simultaneously.
“Games are really good at helping players achieve a goal,” said Ilena Parker, senior communications manager for Institute of Play, a nonprofit organization that promotes using games to teach students. “They help you learn the skills you need to achieve that goal. They give you feedback on how you’re doing and they let you try again when you fail.”
Earlier this month, the institute held a workshop in Denver, where students and teachers could sample educational games. This was a joint event with William Smith High School and the Hive Denver learning community.
According to some research on game-based learning, students who use games to learn work harder voluntarily. Studies have also shown students who use games to learn will retain more factual knowledge and skill-based knowledge than their non-game playing peers.
While the games are fictional, the lessons are not, Parker said.
“Games are really awesome at developing 21st century skills, things like creativity, collaboration, communication, problem solving, critical thinking,” Parker said. “Teachers can kind of incorporate learning goals into a game and it makes it more engaging and more memorable for students.”
The Institute of Play, which also operates a school in New York City, is working with leaders at William Smith High School, an expeditionary learning school in Aurora, to give game-like learning a permanent home. If the district’s school board approves, The Studio School, as it’s being called, will open in the fall of 2016 and use game design and student input to shape curriculum.
“Educators spend so much time trying to develop ourselves and design curriculum, thinking about ‘what would be great for students to do? How do we want them to learn? Let’s create this amazing experience for students,'” said Jackson Westenskow, who is helping lead the push for The Studio School. “And the one group we never ask for help with that is the students.”
But introducing more games into classrooms does not come without its challenges. A 2014 survey of teachers found that finding money to pay for the game materials and technology, identifying games that fit with instruction, and creating professional development programs so teachers are trained to use games effectively in classrooms, are potential barriers.
Back at the institute’s summer workshop, Alexander said he wouldn’t mind learning this way regularly. While the game was mentally tough, he enjoyed the challenge.
“I liked the freedom it had. It helps with critical thinking because I had to think of a way to go along with the situation,” said Alexander, who attends Excel Academy in Denver. “I would love to play this in school.”
Seal of approval
Denver Public Schools is the third school system in the state to now offer a seal of biliteracy with a student's diploma. ( Chalkbeat Colorado )
Some Colorado Springs high schools are turning to students to help hire coaches. ( Gazette )
Denver based teacher, dancer, artist and community leader Cleo Parker Robinson will receive the Diversity Trailblazer Award from the Youth Celebrate Diversity organization. ( 9News )
The Colorado Supreme Court should have given the Douglas County voucher program the OK, argues The Denver Post. ( Denver Post )
The court's ruling could be the best thing to happen to voucher-supporters, suggests Mike Littwin. ( Colorado Independent )
to recall or not to recall
The Denver Post opines that the proposed school board recall in Jefferson County goes too far. ( Denver Post )
STEM in Focus
Classroom content standards across all subjects should work together to build a greater STEM fluency, experts suggested at a conference on science, technology, engineering, and math. ( U.S. News & World Report )
An Arizona physical education teacher created a summer running club to keep students active while on vacation. ( KUNC )
Around the network
Shelby County Schools will open a new truancy center in a Memphis shopping mall to step up efforts to work with students who chronically miss school. ( Chalkbeat Tennessee )
Indiana state Superintendent Glenda Ritz again will propose a shift in the way A-to-F grades should be applied to schools next year, this time suggesting grades issued this fall should only be made public if they improve over last year. ( Chalkbeat Indiana )
“Estudiantes de secundaria de Escuelas Publicas de Denver podra graduarse con un ‘Sello de Bialfabetizacion’ sobre sus diplomas comenzando el proximo año.”
If you’re one of the approximately 34,600 Spanish-speaking students in Denver Public Schools, you already know that sentence means: “Denver Public Schools high schoolers will be able to graduate with a ‘Seal of Biliteracy’ on their diplomas beginning next year.”
What’s changing is that for the first time the district will formally acknowledge those students’ skills in both English and Spanish. Students can also earn the new diploma seal for any other language of their choosing.
The Seal of Biliteracy is a recognition given to graduating seniors for demonstrating proficiency in English and at least one other language. Beginning in the 2015-16 school year, DPS will be the third district in Colorado to offer this merit, following Adams 14 and Eagle County schools.
Darlene LeDoux, director of academic achievement for English learners in DPS, said that the roughly 38 percent of English language learners at DPS will benefit from the seal, but it is intended for all students. Eventually, more non-ELL students will get the seal than ELL students, LeDoux added.
“Certainly English language learners will benefit from this,” LeDoux said. “But this was not specifically for English learners, this was for all kids.”
Colorado doesn’t have statewide graduation standards so it is left to the districts to determine how these seals should be issued. The long-term plan is to have criteria for the seal that is approved by the state so there can be a state seal of biliteracy, said Jorge Garcia, who helped create the district criteria for earning the seal.
Proficiency in English and the other language will be determined by existing assessments, such as IB exams or ACCESS.
While some languages, such as Spanish and French, are easier to test with existing assessments, others are more difficult, Garcia said. But accommodations will be made.
For example, indigenous languages such as Lakota are offered at certain DPS schools but there isn’t an AP, IB or other standardized test offered in that language.
“If there’s not something that is commercially available, something they can just get and administer to the student, then they will develop a portfolio in consultation with the community that speaks that language in order to (figure out) how they can demonstrate this proficiency,” said Garcia, board member for the Colorado Association For Bilingual Education.
And in the event a school can’t find a nearby community that speaks that language, they will contact a consulate, embassy or school system in that country to find an assessment that will give students the opportunity to demonstrate that proficiency, he said.
In addition to making the program accommodating to students, DPS is also offering incentives early on to get students interested in speaking more than one language. Students can receive “pathway awards” in third, fifth and eighth grade if they demonstrate skills in two or more languages and are on the path to earning a seal at the end of high school.
Offering these awards and the seal gives students something to strive for, Garcia said, because it will formally acknowledge their bilingual skills.
“Students go through programs where they basically study in two languages, however, they graduate like everyone else and there’s not really a recognition of that,” said Garcia, who is also the director of the BUENO policy center at the University of Colorado Boulder. “This would help existing (dual language) programs give students the recognition they deserve because many of them have been in a program for many years working on these proficiencies…it gives students a reason to become more proficient than just being able to order at a restaurant in French.”
This recognition is important for employment and educational opportunities, the director said. Employers and colleges will see the seal and know that student’s bilingual abilities are formally recognized. It gives students a competitive edge.
According to a presentation LeDoux gave at a board meeting earlier this month, there are nearly 82,000 unfilled jobs nationwide that require bilingual speakers.
“(The seal) makes students highly marketable and prepared for any type of opportunity, college or career,” she said. “It gives them more choices and more options. I think that’s really exciting.”
The Colorado Supreme Court ruled Monday that a voucher program proposed by the Douglas County School District is unconstitutional. ( Chalkbeat Colorado )
But members of the suburban school board said they would consider asking the U.S. Supreme Court for a second opinion. ( Chalkbeat Colorado )
The loss at the Supreme Court was a blow to voucher supporters. ( Denver Post )
"While we were disappointed, we are not surprised. This may very well be simply a case of delayed gratification. Douglas County kids may have to wait just a little bit longer to get full access to choice." — Kevin Larsen, school board President ( Douglas County News-Press )
"The decision means that money set aside for public education in Colorado can only be used the way it was intended to be used- for the betterment of education in Colorado public schools." — Cindy Barnard, President of Taxpayers for Public Education, on Monday in a statement. ( CPR )
The school district also vowed to modify the choice program as early as fall in order to be in compliance with state law. ( KDVR )
Members of a new committee that will review how school districts can best handle students' mental health issues and keep schools safe were announced Monday by the governor. ( Denver Post )
A second member of the Jeffco Public Schools Board of Education announced she will not seek re-election. ( Chalkbeat Colorado )
The Jeffco Summer of Early Literacy program has expanded to 30 Jeffco elementary schools at 12 sites to help more than 1,200 students improve literacy skills. ( Arvada Press )
Standards by any other name? Check out this map of which states are carrying the Common Core branded standards and which have either dropped them or slightly altered them with a new name. ( Ed Week )
Meet the Colorado Springs 12-year-old who scored in the top 10 percent on the ACT's math and science exams. ( Gazette )
Montrose schools have a new superintendent. ( Grand Junction Sentinel )
The former superintendent of the Dallas Independent School District who resigned to return to Colorado will receive $275,000. ( Gazette )
CASTLE ROCK — Douglas County School District officials said Monday they may seek a U.S. Supreme Court ruling on the constitutionality of their voucher program.
That announcement came just hours after the Colorado Supreme Court struck down the program, which was developed in 2011 but never went into effect, in a 4-3 ruling.
Douglas County school board members at a press conference said they believe today’s decision could pave the way for a U.S. Supreme Court challenge over the part of the state constitution that prohibits aid to religious organizations.
“This is a disappointing ruling for the students of Douglas County and all students in Colorado,” said Douglas County Board of Education President Kevin Larsen. “But today’s ruling paves the way for the U.S. Supreme Court to evaluate the constitutionality of Colorado’s Blaine Amendment, which is an ugly part of no fewer than 37 state constitutions.”
The so-called Blaine Amendment is a provision in Colorado’s state constitution that forbids direct government aid to educational institutions that have religious affiliation.
The Colorado Supreme Court in its opinion said because the Douglas County voucher program gave money to religious schools, it violated that constitutional provision and was illegal.
About 30 other state constitutions also have such clauses.
The clauses are named after the Republican U.S. Congressman James G. Blaine, who in 1875 unsuccessfully attempted to pass a federal Constitutional amendment that would prohibit state tax dollars or land to support religious schools. Blaine’s aim for the failed amendment, which spurred dozens of copy-cat initiatives in state legislatures, was to prohibit tax dollars to fund Catholic parochial schools.
Mark Silverstein, legal director of the Colorado ACLU, one of the organizations that argued against the voucher program, said he believes a U.S. Supreme Court hearing is a long shot.
“I’ll be interested to see their brief,” Silverstein said. “I think that the so-called Blaine Amendment argument is a red herring. In the 1870s, it’s true, there was an amount of anti-Catholic basis. But the school board’s argument is that [anti-Catholic bias] explains the presence of Section 7 in the Constitution. And I think that is too much of a stretch.”
Silverstein said the Blaine Amendment argument is nothing new when it comes to vouchers for private or religious schools.
“This argument has been bubbling up over school voucher programs for years,” Silverstein said. “But I don’t know if the U.S. Supreme Court has ever invalidated a state constitutional provision because the drafters were anti-Catholic bigots.”
Silverstein said he believes even if the Section 7 has anti-Catholic roots, it doesn’t detract from the validity of a neutral application to all religious schools today.
“A system of free secular public schools — that’s the principle Article 9 Section 7 embodies,” he said.
But Douglas County Superintendent Liz Fagen, and others, said the Choice Scholarship Program, as it is known, is about providing students with the best education to fit their needs.
“We don’t fear the idea that a student could benefit at another school,” she said Monday when asked why the district, which has the state’s highest accreditation rating from the state, needed to offer an alternative to its schools.
Although he declined to discuss specifics, board member Craig Richardson said the district will also work to modify the voucher program to be in compliance with the state’s Supreme Court ruling as early as this fall.
“We will adopt modifications to our Choice Scholarship Program expeditiously and in compliance with today’s Supreme Court decision,” he said. “We will not wait. We are undaunted.”
The Douglas County School District may not provide its families vouchers to send their students to private schools, the Colorado Supreme Court ruled Monday morning.
In its decision, the state’s highest court effectively shut down the suburban school district’s choice program.
Douglas County school officials are expected to have a press conference this afternoon to discuss the ruling. It’s unclear whether the school district will attempt to appeal the decision to the U.S. Supreme Court. (See updated from press conference here.)
In the 4-3 opinion, written by Chief Justice Nancy E. Rice, the court said the Choice Scholarship Program, as the district called it, was unconstitutional because it sent taxpayer dollars to religious institutions.
“[T]he Colorado Constitution prohibits school districts from aiding religious schools,” the chief justice wrote in her conclusion. “The CSP has created financial partnerships between the District and religious schools and, in so doing, has facilitated students attending such schools. This constitutes aid to religious institutions as contemplated by section 7. Therefore, we hold that the CSP violates section 7.”
Section 7 refers to a portion of the state’s constitution that flatly prohibits any state aid to religious institutions.
In oral arguments last year, lawyers for the Douglas County School District argued that parents, not the school district, chose where to use the vouchers. In their opinion, the district did not endorse religious schools, but parents.
A majority of the court disagreed.
“It is true that the CSP does not only partner with religious schools; several Private School Partners are non-religious,” Rice wrote. “The fact remains, however, that the CSP awards public money to students who may then use that money to pay for a religious education. In so doing, the CSP aids religious institutions. Thus, even ignoring the pragmatic realities that scholarship recipients face—such as the trial court’s finding that ‘virtually all high school students’ can only use their scholarships to attend religious schools—the CSP violates the clear constitutional command of section 7.”
But in a dissenting opinion, Justice Allison Eid said the court’s interpretation of Section 7 went too far.
“This breathtakingly broad interpretation would invalidate not only the Choice Scholarship Program, but numerous other state programs that provide funds to students and their parents who in turn decide to use the funds to attend religious schools in Colorado,” Eid wrote. “The plurality’s interpretation barring indirect funding is so broad that it would invalidate the use of public funds to build roads, bridges, and sidewalks adjacent to such schools, as the schools, in the words of the plurality, ‘rely on’ state-paid infrastructure to operate their institutions.”
The ruling means that Colorado tax dollars will stay where they belong in public schools, said one of the plaintiffs in a statement emailed shortly after the decision was made public.
“The DCSD voucher program took taxpayer funds, intended for public education, and used that money to pay for private school education for a few select students,” said Cindy Barnard, President of Taxpayers for Public Education, one of the plaintiffs in the case. “The decision means that money set aside for public education in Colorado can only be used the way it was intended to be used — for the betterment of education in Colorado public schools.”
Education analyst Ben DeGrow at the Independence Institute, a libertarian think-tank and supporter of school choice, said he he believed the court came to the wrong conclusion.
“It’s a disappointment that the Colorado Supreme Court did not uphold opportunity and choice for families in Douglas County,” he said.
The voucher program was unanimously passed by the Douglas County school board in 2011. It would have allowed up to 500 Douglas County students, who live south of Denver, to use 75 percent of the district’s per-pupil funding – or $4,575 at the time – to attend a participating private school approved by the district.
Students would have been able to use those funds to attend private religious schools.
Thirty-four private schools applied to participate in the voucher program. The school district approved 23 of those schools.
Of the 23 schools, 14 were located outside Douglas County, one of the wealthiest counties in Colorado, and 16 taught religious doctrine.
The voucher program was modeled after other programs across the nation that have prevailed in court. It gave students the right to “receive a waiver from any required religious services at the [participating private school],” according to previous court documents filed by the district.
In 2004 the state Supreme Court halted a statewide voucher program that would have provided similar scholarships to low income families.
Capitol Editor Todd Engdahl contributed to this report.
Jill Fellman, half of the Jeffco Public Schools’ board minority, will not seek re-election this fall, she said in a statement Monday morning.
Her decision comes about two months after her fellow minority member Lesley Dahlkemper announced she would not seek re-election either.
“This decision has been a difficult one, coming after months of reflection,” Fellman said in her statement. “While I have dedicated the biggest part of my life to Jeffco Schools and my loyalties run deep, I also have to consider some personal priorities and do what’s best at this time for my family.”
Fellman spent nearly her entire life in Jeffco schools. She attended Patterson Elementary, Carmody Junior High and Alameda High School. After college, she returned to Jeffco to teach secondary math at Bear Creek High School and then at Moore Middle School.
She retired from Jeffco in 2009 as a director of Learning and Educational Achievement.
Fellman said part of her decision was based on the shift in board leadership after the 2013 election.
“I can acknowledge that the board’s current leadership does not share my vision for the board or the school district,” she said in her statement. “I believe the board, under current leadership, has failed to focus on what is best for our children’s education.”
Fellman’s and Dahlkemper’s decisions coupled with news of a potential recall of the three-member board majority puts the status of the Jefferson County Board of Education in a radical flux. If a recall effort is successful, all five board seats could be in play this November.
A group of Jefferson County parents took the first step Friday afternoon toward a recall of three members of the Jeffco Public Schools Board of Education. ( Chalkbeat Colorado, CPR via AP, Denver Post )
Too small to fail
In Colorado, 71 of 178 school districts have fewer than 400 students. Those 71 districts account for just 1.6 percent of Colorado’s K-12 student population, but they eat up 2.4 percent of per-pupil funding. ( Greeley Tribune )
Show me the money
State audit finds Douglas County School District owes $4.2 million. ( Douglas County News-Press )
Holyoke gets waiver
Starting next school year, student academic growth will count toward at half of Colorado teacher evaluations, except in the Holyoke School District. ( Denver Post )
Aurora Central High School to have new principal this fall. ( Aurora Sentinel )
Aurora Public Schools diverts $1.5 million from summer program and gives funds directly to schools to use as they see fit. ( Aurora Sentinel )
Out with the old, in with the new
School District 51’s technology department has proposed spending nearly $20 million over the next five years to bring district devices, software and infrastructure up-to-date. ( The Daily Sentinel )
A food bank is serving 500 more Colorado kids this summer. ( The Coloradoan )
A group of Jefferson County parents took the first step Friday afternoon toward a recall of three members of the Jeffco Public Schools Board of Education.
The parents, part of the organization Jeffco United for Action, said they filed their petitions for recall because they believe that board members Ken Witt, Julie Williams, and John Newkirk, wasted taxpayer dollars, violated open meeting and records laws, and lost respect of teachers and parents.
In their petition language, they cited last fall’s controversy over a proposal to review an advanced history class that led to thousands of high school students protesting along busy boulevards in the suburban Denver county.
“For over a year, the board majority members have made decisions behind closed doors and violated their own rules as well as state and federal laws,” said parent Wendy McCord, in a statement. “All of this secrecy and lack of transparency has resulted in over 700 educators and countless families leaving Jeffco Schools – this is unacceptable.”
The parents declined to comment further than the statement they issued.
Witt and Williams first learned of the petition filing from a Chalkbeat reporter.
Witt, in an statement, said he stood by his voting record and said he would continue to work toward achieving the platform he was elected to carryout.
“I am proud of the work that we have done on the Jeffco Board, including bringing greater equality to education funding, giving teachers $21 million in raises, opening meetings to the public, bringing free full day kindergarten to every child eligible for free and reduced lunch, and giving the community and principals greater control in their schools, among other achievements,” he said. “I recognize that change is difficult, but our students deserve a great education.”
Williams declined to immediately comment until she could review the petition language. Newkirk did not immediately respond to an email request for comment.
If Jeffco United for Action is successful in obtaining enough signatures to force a recall of Witt, Williams, and Newkirk, that would mean all five seats of the Jeffco school board would be in play this November.
The Jefferson County Clerk and Recorder has seven business days to approve the language of the petition the parent group filed Friday. Following that, Jeffco United for Action has 60 days to gather 15,000 signatures for each of the three seats they are seeking to recall.
Witt, Williams, and Newkirk were elected — by wide margins — in November 2013. But rumors of a recall have circled through Jefferson County almost since the day they took office.
The board majority’s critics credit them with driving out Jeffco’s well known and respected superintendent and hundreds of teachers. They believe the board is bent on implementing similar policies as the neighboring Douglas County School District, including dropping the teacher’s collective bargaining contract.
The board majority’s supporters have thanked them for equalizing charter school funding, establishing student based-budgeting, and refusing to issue Certificates of Participation to build new schools.