Future of Schools

In a first, Englewood hires Generation Schools to overhaul district

When students at Englewood School District arrive at school next year, they won’t just find new classrooms and unfamiliar teachers. They may also be facing a totally new academic model.

Students in Englewood Schools will see big changes next year. District photo.
Students in Englewood Schools. District photo.

The school district, located directly south of Denver, has signed a year-long partnership with the non-profit Generation Schools, a non-profit whose model includes extended learning time, increased teacher collaboration and smaller class sizes. The deal is a first for Generation Schools, which has only worked at the school level.

“It really sets a new precedent for what’s possible,” said Wendy Piersee, CEO of Generation Schools. “I think the size of the Englewood district mirrors the typical size of districts across the country. It really hits that model for hundreds of districts across the country.”

Generation’s approach, nicknamed the “Rubik’s cube” model, aims to create longer days and longer schools years for schools while still working within the school’s available resources, including existing financial capabilities and teacher contracts.

Generation’s partnership with Englewood schools is a first for Colorado, said Janet Lopez of the Rose Foundation, to whom Englewood has applied for grants to help fund the project.

“The unique element is an entire district that’s trying to work entirely within the constraints of Colorado’s school finance restrictions,” said Lopez, a program officer for the foundation.

Generation’s typical approach to previous projects has included a massive overhaul of teacher and staff scheduling as well as budgeting to compensate for those changes. The details of how Englewood will manage those changes without increasing its budget remain undecided.

Englewood and Generation Schools, who signed the deal just over two weeks ago, are still unsure what exactly the new model will look like, but they hope to go beyond the academic calendar. The district and Generation’s management group are considering a new approach to student attraction and retention as well as an overhaul of the district’s college and career preparation.

Urban district in the suburbs

Despite Englewood’s distance from Denver’s urban core, it struggles with many of the same issues urban districts do. Roughly 65 percent of Englewood’s 2981 students receive free and reduced lunch and about 15 percent of students make use of English language learning services.

“They are becoming an urban district that sits on the fringe,” said Piersee.

Englewood, which was designated as a turnaround district by the state in 2010, which has already implemented a slew of changes, including a more collaborative learning model for students and including iPads in classroom instruction. The district was re-designated as a priority improvement district in 2011, but has failed to increase its ranking since then. The district’s superintendent hopes the changes the partnership with Generation Schools will bring will accelerate their improvement and increase scores.

“You can have all the best instructional strategies and technology and if you have kids coming in halfway, it takes time to catch up,” said Brian Ewert, the district’s superintendent. “It takes more time and resources to get these kids to the same place as some of their affluent peers, who have far more opportunities. We have to do something significantly different.”

Engelwood’s growth scores have improved but the majority of its students still do not meet achievement expectations on state assessments. Ewert believes the district has already made some important changes but that they aren’t sufficient to the needs of the students.

“We have seen some small successes and we’re proud of that, but we’re really clear within the system that we aren’t moving quickly enough,” said Ewert.

New campus, new rules

Despite the challenges the district and Generation Schools face, change will have to come at a fairly rapid pace. In addition to the constraints of the district’s improvement plan, a bond and mill levy passed last year funded the construction of a brand-new campus for the district’s high school and two middle schools. The district plans to time the academic overhaul with the move to the new campus, which will open in winter 2014.

This presents a unique challenge for Generation Schools.

“This is the first time I know of where there’s a facilities deadline,” said Piersee.

The new building features a far more open floor plan than the old campuses as well as improved STEM facilities and space for the school’s popular new career preparation effort, a culinary training program. The district hopes these aspects will be incorporated in the new model.

“What we’re trying to do is create our climate and culture and what we want the new building to feel like,” said Mandy Braun, principal at Englewood Middle School.

Ewert agrees, saying the two pieces, building and instruction, have to compliment each other.

“The practice supports the building and the building supports the practice,” Ewert said.

A different model of change

Generation School’s partnership with the district comes on the heels of extensive talks between district leadership and a group known as “Team Phoenix.”

Team Phoenix, which is made up of principals, teachers and staff from the district’s middle and high schools, has met twice a week for over a year and a half to discuss possible changes to the district’s model. Last year, they created a list of about 80 things they wanted to see changed in the district.

“A lot of the things we were wanting were things that Generation Schools practices,” said Braun, who is also a member of Team Phoenix. Braun and her team members support the partnership with Generation Schools, as did the district’s board of education.

Ewert says the involvement of school and community members is key to his plan.

“There are two kinds of approach — and this is totally my opinion — to what people call reform,” said Ewert. “You can have boards of education and superintendents come and make a change and say ‘we are going change in a year.’ That really collapses the community of parents and teachers and students.”

Despite the apparent transformations of the past few years, Ewert believes he has taken as restrained and considered approach as possible with lots of community involvement.

“And what we’re trying to do is really thoughtful change,” said Ewert. “If you take people along a bit slower, it’s still painful but people stay involved.”

Ewert’s slow and steady approach is informed by the district’s tumultuous history prior to Ewert’s arrival in 2010.

“There were ten superintendents in ten years,” said Karen Brofft, the district’s assistant superintendent, who was hired at the same time as Ewert.

Englewood’s decision to partner with Generation has not yet been presented to the district and the community, although it’s no secret. Teachers and staff have begun to discuss its implications.

“It will be a huge adjustment for people,” said Lindsay Taylor, a drama teacher at Englewood Middle School and a member of Team Phoenix. But she says, “the parents that we’ve talk to, they’re kind of getting used to big adjustments in the classroom.”

The district and Generation Schools will start holding talks with faculty and staff in the next couple weeks to discuss the decision and any changes those stakeholders want to see. Conversations with parents and community members will start soon as well.

As far as the community response, Ewert is optimistic.

“I’ve been pretty aggressive in our timeline,” said Ewert. “So far the system’s been pretty tolerant.”

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.

Future of Schools

What time does school start? Some IPS parents concerned about coming schedule changes

PHOTO: RJ Sangosti/The Denver Post

Dozens of parents filled the Indianapolis Public Schools board room Tuesday afternoon for a last-minute meeting about changing school start times, a sign of how disruptive many believe the changes could be.

Next year, the district is rolling out a new all-choice high school model, where students choose schools by focus area rather than neighborhood. In order to bus students from around the district to those schools without swelling costs, the administration is shifting start and end times for elementary, middle, and high school campuses.

Ultimately, the district says the new schedule will make it more likely that buses will arrive on time.

“With the all choice high school model, there has to be some modification,” Superintendent Lewis Ferebee said ahead of the meeting.

The administration’s recommendation, which was developed after feedback from parents, aims to limit the number of schools with significant changes in start and end times. For about 80 percent of schools, bell times will not change by more than 10 minutes, according to the administration. Under the latest proposal, most middle and high schools will run from 7:20 a.m. to 2:10 p.m. Most elementary schools will run from 9:20 a.m. to 3:55 p.m. The board will vote Thursday on new school start and end times.

The process for developing the plan inspired significant criticism from parents at the transportation meeting.

Dustin Jones, who has two children at the Butler Lab School, said he was particularly concerned that the district was still deciding on the new schedule in April after many parents already made school choices for next year.

“The appearance is the all choice model was ideologically kind of the direction to go, and then that the transportation to support that decision is lagging behind,” Jones said. “That shows a lack of ability and foresight.”

For months, the district has been holding meetings and asking parents for input on the schedule for next year. The administration, however, has struggled to develop a plan that would balance myriad challenges, such as containing costs, limiting disruptions for families, and handling a shortage of bus drivers that is posing significant challenges.

“There’s been an ongoing discussion of the transportation dilemma and challenge,” said board member Mary Ann Sullivan at the board meeting after the discussion. “I think this reflects a very good resolution to most of the concerns. It does not address every concern of every family or every commissioner.”

Initially, leaders were also considering flipping school start times so high schoolers could start at a later time because research shows adolescents benefit from sleeping later. But in the face of practical concerns, such as high school student work schedules, the board abandoned that goal.

That was a disappointment for Molly McPheron, a pediatrician and parent in the district.

“The evidence is really clear that when high schools start later, children have improved health outcomes as well as improved graduation rates, better grades,” McPheron said. “We are going through a lot to make sure high schoolers have choice, have all these options. And then there’s kind of this simple thing that we could do that could potentially substantially improve their lives.”