First Person

Time to prep for a new school year

school busOnly a few short weeks of summer left to enjoy. Is it too early to begin thinking about the beginning of a new school year? Your child might think so, but experts disagree. Now’s a great time to begin prepping.

We posed this question to several of our experts and here’s what they suggested:

School supply displays are up

  • Parents might want to start buying school supplies. Many stores have a school supply list in their area.
  • Another idea is to start putting children to bed a few minutes earlier each night or read with them before going to bed.
  • Ask children what they want to learn at school this year. What are their feelings about returning to school?
  • Lincoln Elementary in Denver has some great websites for students. For preschoolers through second-graders, see http://lincoln.dpsk12.org/k-2. For third- through fifth-graders, check out http://lincoln.dpsk12.org/topsites.

– Rosalie Gomez

Start to review and imagine a new grade

  • If your child is going into fourth grade, review the third grade concepts for math. What a nice feeling for any kiddo to go in remembering math vocabulary and math concepts. You might do this by playing math games in the car,  or having your child be the shopper with a bit of money incentive.
  • This same concept can be applied to writing and reading, of course, but I think starting with the concepts from a review standpoint is always nice. Then your child goes into the new year feeling so strong.
  • If there was a summer reading list, hopefully that has been tackled and discussed. Remember, you don’t have to like it.  That’s even more fun. “I didn’t like that character. Is that OK?”  What a fun, non-traditional parent comment. Those unexpected comments can free up your child to be authentic.
  • I’d ask what might be the biggest challenge, e.g. What if I can’t figure out my locker, where or when to use the bathroom, what is going to be the best part of the year, Jake is going to be in my class, I can walk and don’t have to take the bus, etc.  These are all good talking points and will give the parental units a “heads up.”

– Suzanne Lustie

Celebrate the pending summer’s end

  • Have an ‘end of summer’ celebration to mark transition.
  • Reconnect with school friends.
  • Correct any ‘drift’ that may have occurred in schedule (i.e., staying up later, watching more TV) to avoid drastic changes when school starts.

– Kevin Everhart

Examine summer routines that don’t fit with school

Things I generally talk to parents about (and sometimes kids), include:

  • Leaving about a two-week cushion to start transitioning back to a “school” bed time.
  • Waking up a bit earlier and going to bed earlier every day.
  • I also emphasize the importance of communicating with the school as far ahead of time as possible regarding any necessary academic supports the child may need.
  • If the child has a history of anxiety with school, I tell parents to start talking to their kids about their feelings regarding school to help them prepare for feeling more stressed again. Taking that step can decrease the “shock” of starting school again.
  • If the child is younger, I have the parents check to see if the school has an orientation or tour they can take with the child. That way, your son or daughter can meet the child’s teacher, principal and other staff as soon as possible.
  • Talk to your child about what he or she expects with the start of another school year and what the expectations will be of him or her, both behaviorally and academically.
  • Consider offering rewards for good academic performance, such as increases in allowance or family time.

– Steve Sarche

Tips for parents of younger children

  • Take you child school supply shopping, write out a list, give them a basket at the store  and begin sending the message that they have ownership over the process. Buy some extra supplies for them to have at home.
  • Create a work/art space in your home where your child can access learning tools like pencils, crayons, colored pencils, paper, envelopes etc.  (We use tool boxes from the hardware store so it’s mobile).
  • A week before school begins begin slowing down summer activities and create some routines and rituals for bedtime and wake-up.
  • Buy an alarm clock and teach your children how to set it and wake themselves.
  • For young children with separation issues, talk  through with them how the transition will go : “When we go to school I am going to give you a hug and a kiss and then I will say goodbye.” Keep it simple and let your child know that you believe in his or her ability to make the separation.

– Laura Barr

Practice new routines now

  • Try introducing some new responsibilities that you want your children to take on once school begins. For example, I have having my son  practice making his lunch now so that he will will feel confident once school begins, and be encouraged to eat what he packs.

– Kerry Lord

Editor’s note: Read about these experts and their backgrounds.

First Person

What we’ve learned from leading schools in Denver’s Luminary network — and how we’ve used our financial freedom

PHOTO: Nicholas Garcia
Cole Arts and Science Academy Principal Jennifer Jackson sits with students at a school meeting in November 2015.

First Person is a standing feature where guest contributors write about pressing issues in public education. Want to contribute? More details here

Three years ago, we were among a group of Denver principals who began meeting to tackle an important question: How could we use Colorado’s innovation schools law to take our schools to the next level?

As leaders of innovation schools, we already had the ability to make our own choices around the curriculum, length of school day, and staffing at our campuses. But some of us concluded that by joining forces as an independent network, we could do even more. From those early meetings, the Luminary Learning Network, Denver’s first school innovation zone, was born.

Now, our day-to-day operations are managed by an independent nonprofit, but we’re still ultimately answerable to Denver Public Schools and its board. This arrangement allows us to operate with many of the freedoms of charter schools while remaining within the DPS fold.

Our four-school network is now in its second year trying this new structure. Already, we have learned some valuable lessons.

One is that having more control over our school budget dollars is a powerful way to target our greatest needs. At Cole Arts & Science Academy, we recognized that we could serve our scholars more effectively and thoughtfully if we had more tools for dealing with children experiencing trauma. The budget flexibility provided by the Luminary Learning Network meant we were able to provide staff members with more than 40 hours of specially targeted professional development.

In post-training surveys, 98 percent of our staff members reported the training was effective, and many said it has helped them better manage behavioral issues in the classroom. Since the training, the number of student behavior incidents leading to office referrals has decreased from 545 incidents in 2016 to 54 in 2017.

At Denver Green School, we’ve hired a full-time school psychologist to help meet our students’ social-emotional learning goals. She has proved to be an invaluable resource for our school – a piece we were missing before without even realizing how important it could be. With a full-time person on board, we have been able to employ proactive moves like group and individual counseling, none of which we could do before with only a part-time social worker or school psychologist.

Both of us have also found that having our own executive coaches has helped us grow as school leaders. Having a coach who knows you and your school well allows you to be more open, honest, and vulnerable. This leads to greater professional growth and more effective leadership.

Another lesson: scale matters. As a network, we have developed our own school review process – non-punitive site visits where each school community receives honest, targeted feedback from a team of respected peers. Our teachers participate in a single cross-school teacher council to share common challenges and explore solutions. And because we’re a network of just four schools, both the teacher council and the school reviews are small-scale, educator-driven, and uniquely useful to our schools and our students. (We discuss this more in a recently published case study.)

Finally, the ability to opt out of some district services has freed us from many meetings that used to take us out of our buildings frequently. Having more time to visit classrooms and walk the halls helps us keep our fingers on the pulse of our schools, to support teachers, and to increase student achievement.

We’ve also had to make trade-offs. As part of the district, we still pay for some things (like sports programs) our specific schools don’t use. And since we’re building a new structure, it’s not always clear how all of the pieces fit together best.

But 18 months into the Luminary Learning Network experiment, we are convinced we have devised a strategy that can make a real difference for students, educators, and school leaders.

Watch our results. We are confident that over the next couple of years, they will prove our case.

Jennifer Jackson is the principal of Cole Arts & Science Academy, which serves students from early childhood to grade five with a focus on the arts, science, and literacy. Frank Coyne is a lead partner at Denver Green School, which serves students from early childhood to grade eight with a focus on sustainability.

First Person

Let’s be careful with using ‘grading floors.’ They may lead to lifelong ceilings for our students

PHOTO: Helen H. Richardson, The Denver Post

I am not a teacher. I am not a principal. I am not a school board member. I am not a district administrator (anymore).

What I am is a mother of two, a high-schooler and middle-schooler. I expect them both to do their “personal best” across the board: chores, projects, personal relationships, and yes, school.

That does not mean all As or Bs. We recognize the sometimes arbitrary nature of grades. (For example, what is “class participation” — is it how much you talk, even when your comments are off topic?) We have made it very clear that as long as they do their “personal best,” we are proud.

That doesn’t mean, though, that when someone’s personal best results in a poor grade, we should look away. We have to ask what that grade tells us. Often, it’s something important.

I believe grading floors — the practice (for now, banned in Memphis) of deciding the lowest possible grade to give a student — are a short-sighted solution to a larger issue. If we use grade floors without acknowledging why we feel compelled to do so, we perpetuate the very problem we seek to address.

"If we use grade floors without acknowledging why we feel compelled to do so, we perpetuate the very problem we seek to address."Natalie McKinney
In a recent piece, Marlena Little, an obviously dedicated teacher, cites Superintendent Hopson’s primary drive for grade floors as a desire to avoid “creat[ing] kids who don’t have hope.” I am not without empathy for the toll failing a course may take on a student. But this sentiment focuses on the social-emotional learning aspect of our students’ education only.

Learning a subject builds knowledge. Obtaining an unearned grade only provides a misleading indication of a child’s growth.

This matters because our students depend on us to ensure they will be prepared for opportunities after high school. To do this, our students must possess, at the very least, a foundation in reading, writing and arithmetic. If we mask real academic issues with grade floors year after year, we risk missing a chance to hold everyone — community, parents, the school board, district administration, school leaders, teachers, and students — accountable for rectifying the issue. It also may mean our students will be unable to find employment providing living wages, resulting in the perpetuation of generational poverty.

An accurate grade helps the teacher, parents, and district appropriately respond to the needs of the student. And true compassion lies in how we respond to a student’s F. It should act as an alarm, triggering access to additional work, other intervention from the teacher or school, or the use of a grade recovery program.

Ms. Little also illustrates how important it is to have a shared understanding about what grades should mean. If the fifth-grade boy she refers to who demonstrates mastery of a subject orally but has a problem demonstrating that in a written format, why should he earn a zero (or near-zero) in the class? If we agree that grades should provide an indicator of how well a student knows the subject at hand, I would argue that that fifth-grade boy should earn a passing grade. He knows the work! We don’t need grade floors in that case — we need different ideas about grades themselves.

We should also reconsider the idea that an F is an F. It is not. A zero indicates that the student did not understand any of the work or the student did not do any of the work. A 50 percent could indicate that the student understood the information half the time. That is a distinction with a difference.

Where should we go from here? I have a few ideas, and welcome more:

  1. In the short term, utilize the grade recovery rules that allow a student to use the nine weeks after receiving a failing grade to demonstrate their mastery of a subject — or “personal best” — through monitored and documented additional work.
  2. In the intermediate term, create or allow teachers to create alternative assessments like those used with students with disabilities to accommodate different ways of demonstrating mastery of a subject.
  3. In the long term, in the absence of additional money for the district, redeploy resources in a coordinated and strategic way to help families and teachers support student learning. Invest in the development of a rich, substantive core curriculum and give teachers the training and collaboration time they need.

I, like Ms. Little, do not have all the answers. This is work that requires our collective brilliance and commitment for the sake of our children.

Natalie McKinney is the executive director of Whole Child Strategies, Inc., a Memphis-based nonprofit that provides funding and support for community-driven solutions for addressing attendance and discipline issues that hinder academic success. She previously served as the director of policy for both Shelby County Schools and legacy Memphis City Schools.