tie breaker

Sheridan school board discussion heats up as date is set for final vote on new superintendent

Sheridan board member Juanita Camacho was sworn in on April 10, 2018. (Photo courtesy of Sheridan School District)

With a new board member who can cast a tie-breaking vote, the school board of the tiny Sheridan district is set to pick its first new superintendent in 10 years.

Finding a replacement for Michael Clough has been a contentious process, with community members pushing for an outside candidate who might be more responsive to their concerns and bring faster change and with veteran board members favoring a candidate who already works in the district.

At a meeting two weeks ago, Clough shouted at the community and the president of the teachers union. The president, who is also a district teacher, had been standing with community members who rose to express support for the outside candidate, a Denver Public Schools administrator named Antonio Esquibel. Clough and the board president called the display “totally disrespectful.”

On Tuesday, the meeting started in a small room where a staff member stood at the door and turned away members of the public, including a reporter who went in anyway. But there was still shouting, this time between board members frustrated with the process and each other.

One issue in dispute: the role of the newly seated board member.

The Sheridan board is divided between two veteran board members, Bernadette Saleh and Sally Daigle, who want to see the district continue on the path Clough set, and two new members, Daniel Stange and Karla Najera, who are allied with the parents and advocates who want to see a new direction.

The fifth seat had been vacant for more than 10 years before Juanita Camacho put in her application earlier this year. Initially board members wanted to wait to seat her until after they chose a new superintendent, but when it seemed like they were headed for deadlock, she was sworn in.

Tuesday, Saleh, the board’s president, argued that Camacho was not seated to help select a new superintendent, while Stange argued that it did appear that way.

Camacho said she did not think about the superintendent search when she initially applied, and she almost considered backing out of the role when she knew she would be a tie-breaker.

“I’m going to make that deciding vote,” Camacho said. “It’s not going to be an easy thing for me.”

Camacho will have one more week to review the qualifications of the three finalists for the position before the board vote at 5 p.m. on May 1.

Part of the division in the community and on the board centers on the perception of the district’s progress. Many community members and teachers say they want drastic changes to improve the district, while others have said they want to continue the district’s current momentum.

Sheridan, a district serving about 1,400 students just southwest of Denver, has improved enough on state ratings to get off the state’s watchlist for chronic low-performance and avoid state sanctions. But by many measures, including graduation rates, the district is still considered low performing.

“You don’t know what we’ve been through,” Daigle told Stange, who she accused of bad-mouthing the district. “We came out of the turnaround long before we were ever expected to.”

Several teachers and parents have spoken to the board during public comment at multiple meetings, asking them to “listen to the community.” Most of them support Esquibel, the only one of three finalists who is from outside the district.

Saleh and Daigle also argued that if other board members wanted a candidate who was from outside the district, they should have voiced that opinion before they collectively narrowed the candidates to the three finalists announced in March.

While many community members and board member Stange prefer Esquibel, they have said that the other two candidates aren’t bad choices to lead the district, and none of the board members disputed that they agreed on the three as finalists.

preliminary

Adams 14 falls short in its upward climb. Now the state could step in.

First grade students practice reading in Spanish in their biliteracy classroom at Dupont Elementary School in Adams 14. (Photo by Yesenia Robles, Chalkbeat)

The Adams 14 school district will likely face more state intervention, after the struggling district failed to meet its goals to raise achievement in various areas, including state tests.

Preliminary state ratings released by the Colorado Department of Education Monday morning showed some bright spots in the district’s performance, but overall, it was not enough to add up to a better rating in the state’s five-tier system.

Despite that, district officials spent the day celebrating at three schools that earned the state’s highest rating. Out of the district’s 11 schools, three is the most the district has ever had in the top tier.

“Everyone should be proud of the progress being made at these schools, which is a testament to the hard work and commitment of our students, families and staff,” read a statement from Superintendent Javier Abrego. “While it is important to celebrate these successes, we must also take ownership of the unacceptable and insufficient growth and pace of improvement across the district. Adams 14 will work alongside the state to determine the best outcome for students, staff and families.”

Districts can appeal before the state finalizes the preliminary ratings. Adams 14 officials said they will file appeals for at least three school ratings. If successful, the state could also change the district’s rating.

The 7,500-student district north of Denver has suffered instability and low performance for years. Current Superintendent Javier Abrego joined the district in 2016, making bold promises that he would help the district improve within two years — and telling the community they should hold him to it.

Colorado Department of Education

Monday, Abrego said he has kept his word, but said he will look to reach the goal of having no schools in the bottom two categories of ratings by 2019.

“We’re happy with the progress,” Abrego said. “It’s never been done here. We’ve never had this kind of success.”

In the changes the state had already required, the district was to work with an outside partner to improve curriculum and teacher training. The district was also to create a better monitoring system for its schools so it could respond faster when things aren’t going well in a school. Some of those changes were slow to roll out.

State test scores released two weeks ago had given district officials an indication that the ratings wouldn’t be what they were hoping for, and officials had said at that time that they were starting to prepare for another hearing with the state.

The process will be new. State officials Monday said they don’t have the process mapped out yet, but will seek State Board of Education feedback next month.

In spring 2017, Colorado held its first hearings under new laws to come up with plans to improve schools and districts that had more than five successive years of low performance. For each one, the state set different timeframes and deadlines for improvement. Of the districts that had state hearings, Adams 14 is the first district to fail to sufficiently improve by its deadline.

The state now may take further action, which can include actions as drastic as ordering schools to be closed or merging a district with a higher-performing one.

State officials said Monday that the State Board of Education could choose to let the district continue rolling out its plans, make changes to those plans, or the state could direct some other intervention.

Besides the district, Adams City High School, which was under a separate state intervention plan, but with the same timeframe, will also have to face the state again. Although the school improved from the lowest rating to “priority improvement,” it failed to meet state goals.

Two schools on state plans in Pueblo 60 — Heroes Middle School and Risley International Academy — also have preliminary ratings that would require them to have another state hearing this year so officials can review the plans.

Adams 14 faces an additional problem, with another of its schools that has reached its limit of low ratings. Central Elementary has a preliminary state rating of “priority improvement,” which if finalized, will mean it will be placed under a state improvement plan.

Central Elementary is one of the schools that was working with Beyond Textbooks, the partner that Adams 14 paid to work with low-performing schools as part of its state-ordered improvement plan.

out of the woods

With test scores nudging up, Westminster escapes state’s watchlist

Superintendent Pam Swanson and the Westminster school board celebrate their state ratings. (Photo courtesy of Westminster Public Schools)

Westminster Public Schools has improved enough to escape from the state’s crosshairs as a low-performing district, to the relief of school officials.

According to preliminary state ratings released Monday, the district has earned an “improvement” rating, or the middle rating on the state’s five-tier system for districts.

The district has been working under a state-ordered plan to raise student achievement and this year continued to post gradual but steady improvement in student growth across state test scores.

Colorado Department of Education

The district had just one more year to show that the plan was working, or else could have faced further state intervention. With the improvement this year, the district will no longer be under the state plan or timeline or face the threat of state action that could include closing schools or asking the district to merge with a higher-performing one.

But Westminster officials said their improvement plan will still be rolled out, because it was what the district intended to do anyway.

“Regardless, that’s Westminster’s plan,” Superintendent Pamela Swanson said Monday afternoon. “I believe we are going to continue to see progress. We have to double down to keep that up.”

When the district was facing state intervention for the first time, Westminster officials argued that the state’s rating system was unfair because of the district’s demographics and its education model.

For almost a decade, Westminster schools have been using a competency-based model where students aren’t placed in a class based on their age and corresponding grade level. Instead, students are grouped by their understanding of a certain subject, and can progress to another level as soon as they show that they’ve mastered that class content. The switch to the model caught national media attention when it was first announced. Despite its struggles, Westminster has steadfastly stood by its model, an innovation among public schools.

District officials say their improvement now is proof the model works.

“For many years we have asked the Colorado Department of Education to provide more flexibility in its accountability system to support innovation instead of focusing on high-stakes, once-a-year testing,” Swanson said in a press release. “The state resisted, but we pushed forward with our model and have now shown success, even by the traditional state standards. It’s very gratifying.”

One of the components of that plan was to work with education researcher Robert Marzano to create a school in the district to be used as a lab for teachers to develop their skills in using the competency-based model. The district closed the former Flynn Elementary School and reopened it this month as the Marzano School.

School-by-school ratings clearly show Westminster’s improvement.

This year only one school, Westminster High, fell into the bottom two tiers. The high school, however, did not start rolling out the district’s education model at the same time as the rest of the district, and when it did, did so one grade level at a time, district officials said.

Westminster had more schools in the top category than it had before — nine, more than twice as many as last year.

Besides its unique educational model, Westminster board President Ryan McCoy also credited increased student and parental engagement for the district’s improvement.

“Students have to own their work as well,” McCoy said.

But officials said that’s all part of getting better, or “going deeper” in using the competency-based model.