Who Is In Charge

State team set for big R2T show

The full team that will pitch Colorado’s Race to the Top application in Washington next Tuesday has been named and will make a trial run on Saturday at an event organized by the Aspen Institute.

According to Education Week, “a select group of states— Colorado, Illinois, Rhode Island, and Tennessee are among them—have been invited by the nonprofit Aspen Institute to do a dry run of their presentations.” Institute officials wouldn’t confirm the list, but a state official told EdNews that Colorado is participating.

The real oral exam comes Tuesday afternoon, when the delegation will have a 90-minute session with the examiners who scored Colorado’s written application. And, following that, the 16 R2T finalists will have budget meetings with U.S. Department of Education officials.

The format of those meetings isn’t clear, but one report suggested state delegations might be asked to talk about what they’d cut if they don’t receive their full requests. Colorado has asked for $377 million. Previous federal guidance suggested that states of Colorado’s size might receive only $60 to $175 million.

Lt. Gov. Barbara O'Brien is leading the state's Race to the Top effort.

State presentation teams are limited to five people. Colorado’s will include Lt. Gov. Barbara O’Brien, education Commissioner Dwight Jones, Associate Commissioner Rich Wenning, Assistant to the Commissioner Nina Lopez and Linda Barker, director of teaching and learning for the Colorado Education Association.

O’Brien, who will leave office in January, was president of the Colorado Children’s Campaign for 16 years before her election in 2006.

Jones, named commissioner is June 2007, previously was superintendent of the Fountain-Fort Carson schools and a vice president of Edison Schools.

Wenning has been a key figure in crafting the state’s R2T application and also in building the state’s SchoolView.org online data system and developing Colorado’s new district accountability system. He’s a former executive of the Colorado League of Charter schools, a consultant to the Denver Public Schools and a senior vice president at New American Schools.

Lopez, who has coordinated American Recovery and Reinvestment Act programs at CDE since last May, was also a key figure in the state’s application and is vice chair of the new Educator Effectiveness Council. She formerly was a vice president at the Children’s Campaign and worked at the League of Charter Schools and the Donnell-Kay Foundation. She co-chaired the education committee for Gov. Bill Ritter’s transition team. Lopez is on the board of KIPP Sunshine Peak Academy.

Barker, a former Montana teacher of the year, works on teaching and learning policy issues for the CEA, the state’s largest teachers union. She has served on a number of education committees and is a liaison to various education groups and state agencies.

Ritter, Jones and O’Brien repeatedly have stressed the importance of collaboration among education groups, including CEA, in developing the state’s R2T application. They argue that lasting and effective reform can’t be achieved without the participation of a wide range of interests.

Federal officials are expected to announce the R2T winners early next month.

Related: States prep for R2T “oral exams”

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newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

Who Is In Charge

Indianapolis Public Schools board gives superintendent Ferebee raise, bonus

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Indianapolis Public Schools Superintendent Lewis Ferebee is getting a $4,701 raise and a bonus of $28,000.

The board voted unanimously to approve both. The raise is a 2.24 percent salary increase. It is retroactive to July 1, 2017. Ferebee’s total pay this year, including the bonus, retirement contributions and a stipend for a car, will be $286,769. Even though the bonus was paid this year, it is based on his performance last school year.

The board approved a new contract Tuesday that includes a raise for teachers.

The bonus is 80 percent of the total — $35,000 — he could have received under his contract. It is based on goals agreed to by the superintendent and the board.

These are performance criteria used to determine the superintendent’s bonus are below: