analysis

Denver board nears finalized strategic plan with focus on “great schools in every neighborhood”

PHOTO: Nicholas Garcia
Anne Rowe, vice president of the Denver Public Schools Board of Education, sits on the sidelines during a March town hall meeting at Merrill Middle School on The Denver Plan. Rowe has led the board's work on updating the district's strategic document.

The 2014 Denver Plan, still in draft form, is just eight pages long — one-tenth the girth of the last iteration of the Denver Public Schools strategic governing document.

But DPS board members believe the scaled-down and more focused plan packs more punch than both of its predecessors combined.

First published in 2005, the Denver Plan is meant to be part gut check, part road map, and part measuring stick for the urban school district.

The plan, however, has often been criticized for being both too arbitrary and cumbersome. The last update in 2010, for example, called for the district’s annual growth in state assessment scores, graduation rate, and student growth to increase annually by 3.5 percent.

But that’s no longer the case, argue the board’s president and vice president, Happy Haynes and Anne Rowe, respectively.

“We’re going to focus on what moves the needle,” Haynes told a gathering of education reform supporters organized by the advocacy organization A+Denver last week at the Daniel’s Fund headquarters in Cherry Creek.

The invitation-only meeting of A+ Denver supporters and members was the last focus group the DPS board will hold before finalizing the plan later this month. However, members of the community are still able to participate in an online survey hosted at the district’s website until Thursday.

Most in attendance at the A+ meeting praised the district for its brevity and clarity. But some also wondered if the new plan was a little too light on the details.

More detailed strategies and reports to complement the plan are to follow — and likely soon — district officials said. But as the plan is rolled out, in a public awareness effort that may be run like a political campaign, Haynes said, it’s important to the board to keep it simple.

Among the district’s goals, as described in the plan:

  • By 2020, 80 percent of DPS third-graders will be at or above grade level in reading and writing.
  • By 2020, the four-year graduation rate for students who start with DPS in ninth grade will increase to 90 percent.
  • By 2015, a task force including DPS staff, community partners, and city agencies focused on providing services to DPS students will recommend to the board a metric to measure the growth of the whole child, not just by test scores.

Other goals that are still missing precise targets or metrics include a goal for closing the gap in third-grade reading and writing state test scores between white student and their peers of color and plans for how to better prepare high school graduates for college or career.

The board is expecting to finalize the goals by the end of the month.

While the board’s self restraint is noteworthy, and welcomed by many, the most telling  section of the plan is the board’s first goal:

Students and families thrive when they have high-quality education choices. DPS will dramatically increase the quality of schools available in every neighborhood to ensure that every student in every community throughout the district has access to great schools. By 2020, 80 percent of students from every region within DPS will attend a high performing school, as measured by the district’s school performance framework.

That goal reflects the sentiment of many Denver parents who shared their feelings with the board throughout the town halls and surveys. And in an interview, Haynes said this goal represents the plan’s overarching aim.

One of the major concerns parents raised across Denver during the district’s first wave of town halls on the plan concerned the district’s emphasis on school choice, or the process of which a family chooses to enroll their children in schools outside of their traditional attendance boundaries.

One proposed core belief, on which the plan would be based, originally read, “We believe in choice and access to high quality schools for all families.” Parents of all socio-economic backgrounds balked at that phrasing, arguing that choosing to send their children across town was burdensome.

While the most current draft does include the aforementioned core value, it’s been amended to include, with emphasis, “in their neighborhood.”

But this goal to increase the number of high-performing schools in every district neighborhood also foreshadows difficult work ahead.

“That definition — of what a great school is — is an important question that needs to be answered,” said Van Schoales, CEO of A+ Denver, in an interview last week.

While the metric to measure the district’s success to this goal is clear, it’s not certain whether DPS’s school performance framework, or its rubric to determine which schools are performing, works.

Many of the same individuals who have criticized the plan historically have also highlighted flaws in the framework, or SPF. Some believe the data used in the SPF isn’t comprehensive enough and does not hold schools accountable for their work in early childhood education. Others, who are skeptical of the use of data as the a solution to improve schools, believe the SPF can’t adequately measure individual school cultures.

To their credit, the district is aware of the SPF’s shortcomings. And so is the board. But what tweaks or overhauls the district makes to the SPF in coming years will play a determining role in whether the district meets the board’s goal.

Currently, the district considers 61 percent of its schools as high-performing.

“Now comes the hard work,” Rowe said last week. “Now we need to go out and do this.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.