Who Is In Charge

Licensing bill on ice for 2013

Updated – Sen. Mike Johnston said Wednesday he will not introduce a teacher licensing bill this year, saying there’s not enough time left to consider such a complex topic during the 2013 session, which must adjourn by May 8.

Colorado CapitolTeacher licensing reform had been discussed as a top 2013 issue ever since a report presented to the State Board of Education last September urged significant changes in the system, including tying license renewals to teacher evaluations. (See EdNews story about the report here and the “Making Licensure Matter” text here.)

Johnston promised to introduce such a bill and has been meeting with educators and others over the winter and spring to discuss the issue. But the Denver Democrat also has had to spend lots of time on the undocumented students tuition bill (Senate Bill 13-33) and the school finance reform bill (Senate Bill 13-213). That latter measure is still pending.

As recently as last Friday Johnston said he still hoped to introduce a licensing bill this week. Some education interest groups were privately urging him not to do that, citing the waning amount of time left in the session.

Johnston told EdNews Wednesday that he’s now decided there isn’t enough time, especially since SB 13-213 remains unresolved. That bill has passed the Senate but has yet to be considered by the full House. (See latest story on that issue.)

Instead, Johnston said, he plans to convene a series of meetings and studies over the summer and fall to develop a detailed teacher licensing proposal for the 2014 session.

Some of the ideas that Johnston had been considering included elimination of most current state regulations for teacher prep programs, making it possible for people who have college degrees and who can pass a content knowledge test to obtain “transitional” teaching licenses, creation of master licenses for highly effective educators and creation of a new appointed board to advise the Department of Education on licensing. The bill also was expected to cover principal licensing and to tie license renewal to evaluations.

With licensing off the legislative table, finance reform is the only major education issue before the 2013 session. Several other lower profile education bills also remain in play.

Funding bill for 2013-14 advances

Education bills are on the move in both houses as lawmakers feel the pressure of the looming May 8 adjournment deadline.

The Senate Appropriation Committee Tuesday voted 5-2 to advance Senate Bill 13-260, the 2013-14 funding bill for K-12 schools. (Wags are calling it “classic” school finance to distinguish it from Senate Bill 13-213, the full overhaul of the finance system now pending in the House.)

Senate floor debate on the measure is expected Friday.

SB 13-260 contains some $5.5 billion in total program funding, the combination of state and local money used to pay basic school operating costs. That’s an increase of about $200 million over this year’s level. The bill would reduce the state’s estimated $1 billion shortfall in school funding (referred to as the “negative factor”) by $35 million.

Sen. Pat Steadman, D-Denver, warned the committee that the bill takes a bit more money – about $11 million – out of the State Education Fund than he would have liked. Steadman is a prime sponsor of the bill and chair of the Joint Budget Committee. “But after long discussions,” he said, “We decided to forge ahead.”

Get more information on the bill in this legislative staff summary and in this EdNews story.

Evaluation system tweak gets committee nod

The House Education Committee on Monday approved a significantly amended version of House Bill 13-1257, which affects teacher evaluation systems developed by individual school districts.

As originally introduced, the bill basically would have given teachers unions veto power over evaluation systems developed by districts. The measure was suggested by the American Federation of Teachers Colorado, which represents teachers in the Douglas County Schools, where the union and the school board have been feuding.

Both mainline and education reform groups opposed that version, and negotiations produced a compromise that gives the Department of Education greater oversight over local plans. The state’s landmark evaluation law, Senate Bill 10-191, and subsequent regulations set statewide standards for evaluation but allow for some local variations.

ELL update plan moves to Senate

The House on Monday gave 60-2 final approval to House Bill 13-1211, which would extend the eligibility of students for English language learner programs and provide additional funding to districts to improve such programs. Learn more about the bill in this legislative staff summary.

Long days ahead

Facing time pressure with less than a month left to go, the Senate scheduled late-afternoon floor sessions Tuesday through Thursday and plans to work Friday “as long as necessary to clear the day’s calendar,” in the words of a note atop Tuesday’s calendar.

Despite that, the Senate made only modest progress – at least on education bills – during an evening session Tuesday.

In the House, Speaker Mark Ferrandino, D-Denver, on Tuesday warned members to expect long floor sessions Wednesday through Friday “and possibly into Saturday if we need to.”

What’s the cause? Like college students, lawmakers are notorious for leaving things to the last minute. And this year Republicans are blaming Democrats for introducing a lot of late bills. Some Democrats grumble that Republicans are wasting time with long floor speeches opposing bills they know are going to pass anyway. There’s truth to both complaints.

newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

Who Is In Charge

Indianapolis Public Schools board gives superintendent Ferebee raise, bonus

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Indianapolis Public Schools Superintendent Lewis Ferebee is getting a $4,701 raise and a bonus of $28,000.

The board voted unanimously to approve both. The raise is a 2.24 percent salary increase. It is retroactive to July 1, 2017. Ferebee’s total pay this year, including the bonus, retirement contributions and a stipend for a car, will be $286,769. Even though the bonus was paid this year, it is based on his performance last school year.

The board approved a new contract Tuesday that includes a raise for teachers.

The bonus is 80 percent of the total — $35,000 — he could have received under his contract. It is based on goals agreed to by the superintendent and the board.

These are performance criteria used to determine the superintendent’s bonus are below: