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Archive for the ‘Parental & community involvement’ Category

From the editor: Parents propose marriage

Tuesday, March 9th, 2010

Let’s say a group of parents at a neighborhood school banded together and proposed to a high-performing charter school that the two schools combine efforts to create a PreK-12 school that would help send all kids from the struggling neighborhood to college.

What’s not to like, right? Parental involvement at its best. Community engagement. A tacit recognition that ideological food fights over charter versus traditional public schools are meaningless; all that matters is how to serve kids well.

Who might object, and on what grounds?

Stay tuned for some possible answers.

Last Friday, Denver’s Cole Arts and Science Academy (CASA) parents, along with Principal Julie Murgel, held a news conference to announce they had asked the Denver School of Science and Technology to open its third campus at Cole in the fall of 20l1. See video). The idea, hatched by a group of parents, had been presented to DSST leadership some weeks earlier, and DSST had responded with interest.

Every member of DSST’s first two graduating classes has been accepted into a four-year college. Forty-five percent of the school’s students qualify for federally subsidized lunches. Measured by the Denver Public Schools School Performance Framework, DSST is the top-rated high school in Denver, by a wide margin.

Much remains to be negotiated. CASA is currently PreK-8th grade, and DSST offers grades 6-12. Presumably, DSST would take over the middle grades, but that isn’t set in stone.

Attendance boundaries would be another delicate negotiating point. How might a new, high-performing high school in the area affect Manual High School? Manual is still rebuilding, under strong leadership, after being closed down for a year in the wake of an ill-fated dalliance with the Bill and Melinda Gates Foundation.

One of DSST’s cornerstones is a socio-economically mixed student body. How would the school achieve integration in a neighborhood that, while gentrifying, remains predominantly low-income? That will be an issue requiring careful, sensitive handling.

These are real challenges, but they are surmountable with open, inclusive planning, transparency and good intent. In this regard, the potential partnership is off to a good start.

But signs have already appeared that, on the Denver school board at least, there will be opposition to this plan. Probably not enough to sink it, but enough to cause some anxious moments.

I asked board member Andrea Merida, who regards charter schools with a skeptical eye, for her initial reaction to the idea. It wasn’t warm and fuzzy.

“We need to step back and take a look at the range of needs for the entire near-northeast sector before we can jump into such an arrangement,” she said in an e-mail. She then listed some specific concerns:

  • It is unclear, she said, how or whether the new school would address the needs of English language learners and special education students in the area. “I want to make sure we avoid any kind of a situation that might tend to benefit more affluent kids or segregate kids that need ELL or special education support.”
  • Parents may not have reached out to “non-English dominant families” and didn’t appear to have plans to do so, Merida said. However, one of the speakers at the Friday press conference spoke only Spanish, and another, a parent named Miguel Oaxaca, clearly wasn’t a native English speaker. So someone has done some outreach into that group of parents.
  • The principal sent information about this “unauthorized initiative” home in Thursday folders, thereby using “district resources…without having first cleared it with her instructional supervisor.” Sounds like a bureaucratic objection to me – not substantive.

Merida concluded by saying that she looked forward to receiving the proposal. “I hope that it will have recommendations for addressing these issues.”

From what I’m hearing, there’s also some skepticism among dissenters on the board that this idea came from parents. It must have been driven by DSST, or Superintendent Tom Boasberg, this line of thinking goes.

DSST CEO Bill Kurtz told me last week that near-northeast Denver “wasn’t even on our radar screen” until Cole parents approached DSST leaders. (The charter network is in the early stages of an ambitious expansion plan. Four new DSST campuses will open in Denver in the next four years, the first of those this fall in Green Valley Ranch.)

And Boasberg spokesman Mike Vaughn had this to say about the origin of the idea:

“The leadership and parent teams at Cole and DSST have proposed a partnership.  We look forward to discussing the proposal with the entire community and with the Board of Education as part of our process for identifying locations for new schools.”

Board members might want to be careful about opposing this idea. If the new partners answer the pending questions, as I’m confident they will, it is hard to see how this isn’t good for kids in northeast Denver.

At that point, you’d have to wonder whose interests those in opposition would be promoting.

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Tough choices remain for Jeffco

Friday, January 15th, 2010

As a taxpaying citizen of Jefferson County, I recognize that the school board has faced some very tough decisions lately. Ending up only closing down one school in the drastically under-capacity district, as the board did last night, is admittedly a token move that won’t solve the core budget problems.

But given the loud public statement made by students and other members of the community to leave alone Wheat Ridge Middle School and others, how can I say I would have acted differently? (It certainly would have swayed my vote more than a letter from the Congressman urging the board to save a school he attended more than 40 years ago. Sound policy is forged from better things.)

As Nancy Mitchell’s story captures well, the debate in Jeffco isn’t done. It merely has moved forward to a new phase. At least one board member (disclosure: whom I personally supported in the recent election) gets it:

“To every person in this district – wake up,” board member Laura Boggs told the ultimately happy crowd on Thursday. “We have too many seats for the number of children that we currently have and that we project to have … we need to fix the capacity problem in our district.”

And while board chair Dave Thomas raised alternative solutions to balancing the budget that might include furlough days, salary freezes, and/or layoffs, the local union leadership is left in its own difficult (and unrealistic) position:

[JCEA president Kerrie] Dallman, who addressed board members early in the evening Thursday, urged them to “provide us the leadership this district deserves in a time of crisis” by putting a tax increase on the November ballot.

The district “is trying to run a champagne program on a beer budget,” she told the board.

If by “beer budget” you mean a $1 billion budget supporting 14,000 employees to serve 84,000 students, then so be it. But now that Jeffco Public Schools has taken the very laudable step of pushing the envelope on financial transparency as a way to rebuild community trust, my fellow citizens and I will have to decide whether our families can more easily afford to pay more each month in property taxes or whether the district can find a way to be leaner in accomplishing its mission.

Right now, I’m leaning against the tax hike idea. Sorry, school board, but I see more very tough choices coming down the pike.

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Save Lake IB Blog, anonymity and consistency

Friday, December 11th, 2009

Earlier this week I wrote a blog post asking readers to weigh in on whether I should allow anonymous comments on this blog. I banned pseudonyms for bloggers more than a year ago, but have allowed people to comment anonymously, though few have chosen to do so.

My question was prompted in part by an unfortunate incident last weekend when an anonymous commenter turned out to be one of my regular bloggers, who, unbeknownst to me, decided to take on a harsher persona and a pseudonym to make some points he felt he couldn’t make under his real name. Sunday, with an assist from me, Janine Vanderburg discovered the commenter’s identity. To Alexander Ooms’ credit, he immediately owned up, and explained his actions.

Janine discusses this incident in a new post on her Save Lake IB Blog. While she has the outlines of the story right, there are inaccuracies I would like to correct. First of all, she takes a swipe at me for my “grandmotherly admonition to ‘be nice’”  while allowing comments like some of “Horse With No Name’s” harsher missives. Perhaps she missed the play on KIPP’s slogan, “Work Hard. Be Nice.” But no matter. While Janine hints at hypocrisy, she has the chronology backwards. It was those same harsh, anonymous comments and my uneasiness about my decision to run them that prompted me to start thinking about banning anonymous comments, and to ask people to ‘be nice.’

Second, Janine refers to HWNN’s last comment, about her blog, as particularly virulent. Actually, it wasn’t. It was an aggressive critique of the role Janine’s Save Lake IB Blog has played in the Lake issue. There was one clause in one sentence that Janine objected to, and which I removed at her request. I thought the rest of the comment was a valid critique of the blog, well within the bounds of acceptable discourse. I removed the rest of the comment, and all of HWWN’s comments, after his identity was revealed, and after talking to him about it. Subsequently, he reposted his final comment, minus the offending clause, under his own name. Janine again asked me to remove it, which I told her I would not do.

One question that has troubled me from the start is that the Save Lake IB Blog has itself been penned anonymously. Only in the last day has Janine begun signing her posts, at the bottom, with a lowercase jv. Until then, only those in the know had any idea who was writing the posts. Perhaps other people wrote some of them, but Janine was the main person behind the blog. And it’s impossible to tell if others contributed, since all were unsigned. Some of the Save Lake posts were pretty harsh, certainly as harsh as anything written under the moniker Horse With No Name.

It’s also interesting to note that at least one post on the blog has been removed. That’s the one that featured photos of purported classrooms in the Lake Middle School basement. The photos of tiny, windowless spaces raised questions about the wisdom of DPS filling the building by moving a second school in there.

Then, at the Nov. 30 school board meeting, Superintendent Tom Boasberg discredited that blog post and its photos by presenting a brief slideshow of photos of the actual “basement” classrooms. Big windows, plenty of light. Ample room. He admonished the person or people who posted the photos for irresponsibly spreading false information. Shortly thereafter, the post came down, with nary an explanation, refutation or apology.

What I’m saying, I guess, is that people who live in glass houses, etc., etc.

Janine and I have worked together closely on issues over the years. I respect her as a tireless and passionate advocate and watchdog. She and I disagree on some aspects of the Lake issue, as well as tactics employed by both sides in the debate. I would hope that when the dust settles from the current flap, we will find ourselves once again agreeing more often than not.

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In the community, time to work on healing

Monday, December 7th, 2009

I got into a heated discussion with some close friends of mine over the weekend. We were at a party for my wife’s birthday, when the Lake Middle School/school board meeting came up.

The discussion ended poorly and I felt bad that we had ended the discussion curtly and abruptly. We’ve communicated since then and all is well. My friends and I share common beliefs and values, we just happened to disagree. Friends can do this—they can hug and move on, knowing that they still share and value their friendship.

What about communities who have been fractured by disagreements? They can’t shake hands and move on unless they make a concerted effort to do so. The school board just ended its“counseling” therapy session. It’s important for them to work together; after all they are the ones who make the decisions—but what about the community? The school board is divided because the community is divided.

We have some work to do–some hard conversations to take place. I’d like to see someone who is well respected by the entire community come in and facilitate a series of conversations in the community about the direction of our schools and how that process can be better structured.

I’ve also learned a thing or two about the power of blogging. What I have recently learned is that while blogging can put ideas out there, blogging cannot take the place of good, honest, face-to-face dialogue. Let’s remember the power and limits of blogging as “conversation.”

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Reframing the DPS mess

Thursday, December 3rd, 2009

I too grew up in Chicago during the Richard J. Daley Administration. I saw many a political maneuver used by those who were fighting the Boss’s Machine.

They were fighting because they were marginalized and disenfranchised from city politics. They used these ploys as a way to bring attention to their plight.

I am not comparing the machine politics of Chicago to the Denver school board. I am trying to reframe the issue with the recent school board hearing and Lake Middle School voting, from one that focuses on the intended results from the political maneuver to what I see as the more important issue: a lack of community voice in the reform movement in Denver.

Let’s use the recent events not as a moment to cry foul, but to look at the reason why people felt that they had to prematurely remove Michelle Moss from her seat. The issue is access to the process.

DPS knows it has work to do in bringing the community into the various conversations about reform. But what concerns me is that there is no formalized effort to monitor or set benchmarks to ensure that the community is involved.

DPS has established the Office of Community Engagement. Good step in the right direction. That Moss was unceremoniously removed from her seat should not cloud the real failure here. It truly was a failure to constructively engage the community.

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Partners in reform

Tuesday, December 1st, 2009

Ever since the spring of 2008, when then-candidate Obama voiced his admiration for Geoffrey Canada and promised to replicate the Harlem Children’s Zone in other cities across America, I have been eagerly following the Promise Neighborhoods Initiative. It has not been an easy job. The planning stages of the project have generally taken place behind closed doors, and, well, let’s just say that the news media has had a lot on its plate lately.

One thing seems clear: nothing is happening in a hurry. The administration has requested $10 million for next year to help prospective Promise Neighborhood grantees develop proposals, but the money has not yet been guaranteed. In the meantime, the Harlem Children’s Zone has been hosting visits during which interested parties can take a closer look at how its “web” of services functions to support local kids and families.

I suppose, given the extraordinary ambition of the Promise Neighborhood Initiative, that such legwork is reasonable and even wise. Sigh.

What most excites me about the project is the shift in thinking that it represents. Over the last decade, efforts at education reform have focused almost exclusively on raising standards and strengthening systems of accountability. The party line has become that of “no excuses”: if students cannot read or compute on grade-level, schools just have to push them harder and longer to get them up to speed.

Now, however, more and more people seem to be recognizing that the issue is not quite that simple. With visionaries like Canada leading the charge, a faction has sprung up around the belief that the achievement gap will be closed only when excellent schools work in tandem with systems that address the many non-academic factors that keep students, families, and communities from thriving.

The vision that Canada schemed up represents the ultimate in collaboration: a set of schools and a seamlessly integrated network of programs and services that together form a “conveyer belt” to usher kids safely through to college. In neighborhoods as poverty-stricken as Harlem, this may well be the only way to sustainably change education outcomes, and communities, for the better.

There are other ways to go about orienting schools around the non-academic needs of students and families, however. I have encountered several of them myself, and while none are so grand or exhaustive as Canada’s model, they still can make an important difference.

First, there is the relatively simple tactic of co-locating schools and service organizations. The power of this possibility struck me the other day, when I stopped by one of the smaller branches of the San Diego Public Library. As it turned out, the library’s entrance lies about 20 feet from that of the local middle school. I sat in the foyer and watched a lively after-school scene unfold: parents wandering in to browse the latest selection of paperbacks, students typing papers at the computer stations, and a group of second-language speakers working with an English tutor in a corner.

The relationship between the school and the library has many shared benefits but requires few extra resources on the part of either institution. Brilliant! It strikes me that with a bit of planning the model could be replicated with libraries, after-school programs, and even health clinics. Of course, this is easier said than done – but compared to the billions associated with the Promise Neighborhoods Initiative, the cost of moving existing organizations onto school campuses seems trifling.

The idea of co-location already has more than a few advocates, the chief of whom is none other than Secretary of Education Arnie Duncan. During his tenure as CEO of the Chicago Public Schools, Duncan transformed 150 public schools into what have become known as “community schools” – schools that become local hubs by staying open for extended hours and allowing partner organizations to share their facilities. The project has resulted in higher achievement levels and graduation rates at the schools in question, prompting Duncan to reflect that the project was “the best money I spent.”

Schools can forge beneficial partnerships with local organizations even without moving anybody around. I saw an incredibly successful demonstration of this when I visited two of the Big Picture Learning Company’s schools recently. The schools, which I wrote about for this site and for an article in Wiretap Magazine , collaborate with a wide array of local businesses so that students can complete internships in their fields of interest. The situation benefits all parties: the students gain confidence and skills, and the businesses gain free help and an opportunity to give back to their local communities.

What interests me is that in the cases of both the San Diego Library and the Big Picture Learning schools, success hinged on a willingness to see boundaries as permeable. In the first case, somebody had the wisdom to base a decision on the fact that libraries and schools serve similar purposes despite organizational distinctions. In the second case, the schools had to forge connections with organizations that lie outside the world of education – and these organizations had to re-imagine themselves as actors in the educational domain.

In my opinion, this is the kind of thinking that might get us somewhere when it comes to education reform.

Luckily, I am not alone in my conviction. For the make-it-real-or-forget-about-it crowd, there is Geoffrey Canada and the growing number of community leaders hoping to follow his lead. And for those who believe that all kinds of local partnerships can help, there is the community schools movement, which has been slowly gaining momentum.

The best way to gun for the cause might be to publicly support the Full-Service Community Schools Act of 2009 , which would authorize Congress to release $200 million per year for five years to fund federal grants for partnerships between school districts and community-based organizations. The bill is currently slotted for consideration by the House Committee on Education and Labor, and those of us who believe in the possibility that it represents need to make some noise to our lawmakers.

As for Promise Neighborhoods, we will just have to hurry up and wait.

Sarah Fine spent four years working at a charter school in southeast Washington, D.C. Her work has appeared in Education Week, Teacher Magazine, and The Washington Post.

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Will Lake delay change anything? Time will tell

Friday, October 23rd, 2009


DPS  is delaying by one week (to Nov. 30) its decision on what “turnaround strategies” to employ with three chronically low-performing schools — Philips Elementary,Greenlee K-8 and Lake middle.

There hasn’t been a lot of pushback at Greenlee and Philips about possibly major changes at the two schools. At Lake, however, where an International Baccalaureate Middle Years Program is trying to take root, news of possible reconstitution has created a small firestorm, as such issues always seem to do in northwest Denver.

Is the week’s delay a victory for those fighting to save Lake? Maybe yes, maybe no. It buys time to keep organizing the community. But if some of the IB advocates were hoping that a delay would mean the as-yet unknown new (and possibly more sympathetic) school board would have final say, then the delay of just one week won’t make them happy: The old school board will still take this vote, perhaps as its last official action.

Over at the Save Lake IB blog, reaction was muted. Meanwhile, the recent kerfuffle attracted the interest of 9 News,which produced the report embedded above.

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Shhhhh. Don’t talk about quality.

Wednesday, July 29th, 2009

The Denver Post’s article yesterday focuses on schools trying to attract students.  It talks about marketing, fliers, door-to-door recruiting, money, branding, promotion, etc.  Absent, except for one indirect instance, is any mention of school quality.

Quality not only matters, in choosing schools it is probably paramount.  Parents are smart, and most care more about their children’s future than just about anything else.  A flier may get their attention, but does one really think some district schools are facing lower enrollment because of a lack of four-color postcards and signage?  Will the parents for whom marketing collateral was the primary determinant for choosing their child’s school raise their hands?

Quality can be deeply individual – students (even siblings) may find specific schools more tailored to their personalities or academic needs, but the line of discussion here is that K-12 education is a base and equal commodity and that the “winners” (more…)

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Coming soon: 10 new schools

Friday, June 19th, 2009

Bravo!

The school board did it, making the politically difficult but systemically sound decision last night to approve 10 new schools. Those schools will open beginning in 2010, and join eight new schools slated to open this fall.

Most of the new schools are charters.

Opponents of the board action from the Denver Education Advocacy Network have a legitimate point when they insist that DPS pay more attention to its bevy of low-performing traditional schools (see the previous post on this blog).

I’ve worked with some of these people over the years and respect them a great deal. Many of them have worked (more…)

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DPS gets engaged

Wednesday, June 3rd, 2009

An interesting press release arrived from Denver Public Schools earlier this week. It announced the hiring of a new chief communications officer, Michael Vaughn. He was once Arne Duncan’s flak-in-chief at Chicago Public Schools.

Then the release announced a number of internal promotions:

  • Happy Haynes, from assistant to the superintendent to chief community engagement officer;
  • Benita Duran, from director of outreach to executive director of the office of community engagement;
  • Ken Santistevan, from assistant to the superintendent to director of strategic business and community initiatives.

And one other external hire: Patsy Roybal, to serve as manager of parent engagement.

Let me take a wild guess here: DPS wants to stress community and  engagement.

It will be interesting to see how this multi-layered org chart operates. From a distance it sounds more than a little bureaucratic, with overlapping responsibilities. I have a lot of faith in Tom Boasberg, so I remain optimistic.

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