More autonomy

These Denver schools want to join the district’s ‘innovation zone’ or form new zones

PHOTO: Melanie Asmar
McAuliffe Manual Middle School students at a press conference about test scores in August 2017. The school has signaled its intent to be part of a new innovation zone.

Thirteen Denver schools have signaled their desire to become more autonomous by joining the district’s first “innovation zone” or by banding together to form their own zones. The schools span all grade levels, and most of the thirteen are high-performing.

Innovation zones are often described as a “third way” to govern public schools. The four schools in Denver’s first zone, created in 2016, have more autonomy than traditional district-run schools but less than charter schools, which are publicly funded but independently run.

Denver Public Schools recently released applications for schools to join the first zone, called the Luminary Learning Network, or to form new zones. The school district, which at 92,600 students is Colorado’s largest, is nationally known for nurturing a “portfolio” of different school types and for encouraging entrepreneurship among its school principals.

The district is offering two options to schools that want to form new zones. One option is for schools to apply to form a zone that would be overseen not by the district but by a nonprofit organization. That’s how the Luminary Learning Network is set up.

Another, slightly less autonomous option is for schools to apply to form a zone that would be overseen by the district. “Some additional autonomies would be available to these schools, but many decisions would still be made by the district,” the district’s website says.

One tangible difference between the two: The principals of schools in zones overseen by the district would answer to district administrators, while the principals of schools in zones overseen by nonprofit organizations would be hired and fired by the nonprofits’ boards of directors.

Schools in both types of zones would have more control over their budgets. A key flexibility enjoyed by the four schools in the Luminary Learning Network has been the ability to opt out of certain district services and use that money to buy things that meet their students’ specific needs, such as a full-time psychologist or another special education teacher. The zone schools would like even more financial freedom, though, and are re-negotiating with the district.

The district has extended the same budgetary flexibility to the schools in Denver’s three “innovation management organizations,” or IMOs, which are networks of schools with “innovation status.”

Innovation status was created by a 2008 state law. It allows district-run schools to do things like set their own calendars and choose their own curriculum by waiving certain state and district rules. The same law allows innovation schools to join together to form innovation zones.

The difference between an innovation zone and an innovation management organization is that schools in innovation zones have the opportunity for even greater autonomy, with zones governed by nonprofit organizations poised to have the most flexibility.

The deadline for schools to file “letters of intent” to apply to join an innovation zone or form a new one was Feb. 15. Leaders of the three innovation management organizations applied to form zones of their own.

One of them – a network comprised of McAuliffe International and McAuliffe Manual middle schools – has signaled its intent to join forces with an elementary school and a high school in northeast Denver to form a new, four-school zone.

Three elementary schools – Valdez, High Tech, and Swigert – submitted multiple intent letters.

Amy Gile, principal of High Tech, said in an email that her school submitted a letter of intent to join the Luminary Learning Network and a separate letter to be part of a new zone “so that we are able to explore all options available in the initial application process. We plan to make a decision about what best meets the needs of our community prior to the application deadline.”

The application deadline is in April. There are actually two: Innovation management organizations that want to become innovation zones must file applications by April 4, and schools that want to form new zones have until April 20 to turn in their applications.

Here’s a list of the schools that filed letters of intent.

Schools that want to join the Luminary Learning Network:

Dr. Martin Luther King, Jr. Early College High School
Valdez Elementary School
High Tech Elementary School

Schools that want to form new innovation zones overseen by nonprofits:

McAuliffe International School
McAuliffe Manual Middle School
Northfield High School
Swigert International School
These four schools want to form a zone called the Northeast Denver Innovation Zone.

McGlone Academy
John Amesse Elementary School
These two schools want to form a zone called the Montbello Children’s Network.

Grant Beacon Middle School
Kepner Beacon Middle School
These two schools want to form a zone called the Beacon Network Schools IMO I-Zone.

Schools that want to form a new innovation zone overseen by the district:

High Tech Elementary School
Isabella Bird Community School
Valdez Elementary School
Swigert International School
DCIS at Ford
These five schools want to form a zone called the Empower Zone.

choosing leaders

Meet one possible successor to departing Denver superintendent Tom Boasberg

PHOTO: Melanie Asmar
Denver Public Schools Deputy Superintendent Susana Cordova addresses teachers at an early literacy training session.

As Denver officials wrestle with how to pick a replacement for longtime superintendent Tom Boasberg, one insider stands out as a likely candidate.

Susana Cordova, the district’s deputy superintendent, already held her boss’s job once before, when Boasberg took an extended leave in 2016. She has a long history with the district, including as a student, graduating from Abraham Lincoln High School, and as a bilingual teacher starting her career more than 20 years ago.

When she was selected to sit in for Boasberg for six months, board members at the time cited her hard work and the many good relationships they saw she had with people. This time around, several community members are saying they want a leader who will listen to teachers and the community.

Cordova, 52, told Chalkbeat she’s waiting to see what the board decides about the selection process, but said she wants to be ready, when they are, to talk about her interest in the position.

“DPS has played an incredibly important role in every aspect of my life. I’m very committed to making sure that we continue to make progress as an organization,” Cordova said. “I believe I have both the passion and the track record to help move us forward.”

During her career, she has held positions as a teacher, principal, and first became an administrator, starting in 2002, as the district’s literacy director.

Just before taking on the role of acting superintendent in 2016, Cordova talked to Chalkbeat about how her education, at a time of desegregation, shaped her experience and about her long path to connecting with her culture.

“I didn’t grow up bilingual. I learned Spanish after I graduated from college,” Cordova, said at the time. “I grew up at a point in time where I found it more difficult to embrace my Latino culture, academically. There were, I would say, probably some negative messages around what it meant to be Latino at that point of time.”

She said she went through introspection during her senior year of college and realized that many students in her neighborhood bought into the negative messages and had not been successful.

“I didn’t want our schools to be places like that,” she said.

In her time as acting superintendent, she oversaw teacher contract negotiations and preparations for asking voters for a bond that they ultimately approved that fall. Cordova’s deputy superintendent position was created for her after Boasberg returned.

But it’s much of Cordova’s work with students of color that has earned her national recognition.

In December, Education Week, an education publication, named her a “Leader to Learn From,” pointing to her role in the district’s work on equity, specifically with English language learners, and in her advocacy to protect students under the Deferred Action for Childhood Arrivals program, or DACA.

Cordova was also named a Latino Educator Champion of Change by President Barack Obama in 2014. Locally, in 2016, the University of Denver’s Latino Leadership Institute inducted Cordova into its hall of fame.

The Denver school board met Tuesday morning, and again on Wednesday to discuss the superintendent position.

Take a look back at a Q & A Chalkbeat did with Cordova in 2016, and one in 2014.

Super Search

Denver community has lots of advice on picking a new superintendent – who will the board heed?

PHOTO: Denver Post file
DPS Superintendent Tom Boasberg guest teaches an Advanced Placement history class at Lincoln High in 2009.

Denver teacher Carla Cariño hopes the district’s next superintendent is a bilingual person of color. Ariel Taylor Smith, a former Denver teacher and now an education advocate, wants a leader who tackles school improvement with a sense of urgency. Collinus Newsome, a leader at the Denver Foundation, hopes the search process includes community voices that have been silenced in the past.

These are just a few of the desires community members have expressed in the wake of Tuesday’s news that Tom Boasberg will step down after nearly a decade as superintendent of Colorado’s largest school district.

While the district has released few details about the process for selecting the next schools chief, board President Anne Rowe said Tuesday it’s the board’s most important role and that it will soon schedule a meeting to discuss the process publicly.

The 92,600-student district won’t be without a superintendent immediately. Boasberg‘s contract requires him to serve for another 90 days.

Randy Black, who coordinates superintendent search services for the Colorado Association of School Boards, said large urban districts like Denver typically launch comprehensive national searches to fill superintendent vacancies. On average, such searches take two to three months, but the length can vary based on district circumstances, he said.

“DPS is royally set up to do this,” Black said, using the district’s acronym. “They’ve done great strategic work in an extremely complex environment.”

The suburban Douglas County district, the state’s third largest, picked a new superintendent in April after a national search that drew more than 1,000 inquiries and culminated with three finalists. Thomas Tucker, previously superintendent of Princeton City Schools in Cincinnati, Ohio, is the new schools chief there.

While national searches are the norm for large districts, that’s not what happened when Boasberg was unanimously selected by the board in January 2009, a few weeks after his predecessor Michael Bennet was appointed to a vacant U.S. Senate seat. Boasberg was the district’s chief operating officer at the time and the sole finalist for the position.

Susana Cordova, currently the district’s deputy superintendent, is one likely internal candidate this time around. A graduate of Denver’s Abraham Lincoln High School and a longtime district administrator, she served as acting superintendent in 2016 when Boasberg took a six-month sabbatical to live abroad.

“Most urban and suburban boards will wrestle with how do you honor internals at the same time you open the door to potential matchups outside the district,” Black said. “That’s a fairly common dilemma.”

With news of Boasberg’s departure, one of the biggest questions on the minds of Denver parents and educators is how the public can weigh in on the superintendent selection.

Cariño, a teacher at North High School, responded to Chalkbeat’s online survey, wondering how the district plans to involve teachers and community members in the process.

She also wrote, “While being the superintendent of a large urban district is no easy task, the gains made under Boasberg for students of color were minimal. The fact of the matter is there is still a significant amount of work to be done so our students of color can better access and complete [a] four-year college … Our new superintendent should be a bilingual person of color who understands our communities and can make the needle move out of a genuine need to see progress for our students versus a political career.”

Ricardo Martinez, president of the parent advocacy group Padres & Jóvenes Unidos, said Wednesday he would like to see an open process where students, parents, and the community have some opportunity to ask questions and provide feedback.

He said parents he works with didn’t feel left out when Boasberg was selected because they understood the district had a short timeframe to find a replacement, and they had already worked with Boasberg and knew he supported the work they were doing together.

Now, Martinez said, parents are looking for a leader who understands and listens to the community, and who can take stock of what’s working and what’s not and use that information to find solutions.

“But making sure everyone is aware of that logic — That’s been extremely lacking with the administration. It’s about letting the community know so it’s not just an internal debrief,” he said.