Spreading Joy

Inside McGlone Elementary, a rising Denver turnaround school with even higher hopes

PHOTO: Roy Barnett/McGlone
McGlone principal Sara Gips Goodall and some of her students.

The staff at McGlone Elementary School has a mantra: Happy kids learn more.

It’s why the extended-day school in far northeast Denver offers nearly two hours of specials like art and music per day, why the cheerful and affectionate principal keeps a few “golden tickets” clipped to her lanyard to give out as rewards and why the classrooms aren’t the hushed, sit-up-straight, no-excuses type you might find elsewhere.

On a recent afternoon, two fifth grade boys in matching navy polo shirts and spiky hairdos huddled next to each other in teacher Matt Johnson’s math class. Sharing a single notebook page, they worked to solve 1 divided by 3, their skinny elbows pressed together in the unselfconscious way of elementary school students.

“It should be three halves!” one exclaimed.

“Why?” the other asked.

“Oh, wait!” the first boy cried out. “Thirds!”

McGlone’s joyful philosophy seems to be working. Once one of the lowest performing schools in the city, its impressive academic growth has turned it into a district darling. Then-U.S. Education Secretary Arne Duncan toured the school last spring, and the district recently made a video about McGlone after its students showed remarkable improvement on state literacy tests.

But McGlone wants to do more. In a district that values innovation and encourages its school leaders to think like entrepreneurs, the Montbello neighborhood elementary school — where 97 percent of the students are minorities and 95 percent are living in poverty — is asking to expand to serve sixth, seventh and eighth graders.

It’s somewhat of an unusual request. But leaders say that McGlone graduates who are used to a nurturing environment where hugs are as common as hellos are struggling at the area’s secondary schools, many of which follow a sixth-through-12th-grade model.

“I wonder if the system we have set up right now tells us that childhood in Montbello is over at age 11,” said principal Sara Gips Goodall. She hates to think of her babies, as she calls them, losing their way.

“I think our success hinges on kids feeling so supported and so loved.”

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Five years ago, McGlone was among the worst performing schools in the city. It was ranked red, the lowest category in Denver Public Schools’ color-coded school rating system — and it wasn’t the only one in far northeast Denver.

McGlone has gone from "red" to "green" in DPS's school rating system.
PHOTO: Roy Barnett/McGlone
McGlone has gone from “red” to “green.”

In late 2010, DPS took drastic and controversial action in that part of the city. For McGlone, that meant undergoing “turnaround,” an attempt to transform the school with the help of more money and a new staff but without shutting it down and starting from scratch. Teachers at McGlone had to reapply for their jobs; only a handful were rehired.

School turnarounds don’t always work. Some DPS turnarounds have continued to flounder. But McGlone has shown progress.

Today the school is ranked green, the district’s second-highest rating. It’s gone from a place where only 10 percent of teachers stayed year after year to one where 90 percent do, according to its own statistics, and its enrollment has increased by more than 150 kids.

While McGlone’s test scores have risen, they’re still below district averages. Just 20 percent of students met or exceeded expectations on state literacy language arts tests taken last spring, compared to 32 percent districtwide. But McGlone kids showed more academic growth in literacy last year than any other elementary school in Denver, according to the district’s number crunching.

“This school was really, really low — and now we’re the highest,” said fifth grader Luis Salcedo.

McGlone’s math scores were similar: 17 percent of students met or exceeded expectations versus 26 percent districtwide. But McGlone students showed growth there, too.

Salcedo and two other students led a recent school tour past bulletin boards festooned with test data, a science class where kids eagerly awaited the arrival of fish and snails for an experiment, and a gymnasium full of screeching first and fifth graders playing tag while Katy Perry blared from a set of speakers. When the teacher blew the whistle, the kids plopped down in rows and recited the names of different muscles. “Abdominals! Abdominals! Abdominals!”

“The teachers are always having your back and always teaching you what you need to know to pass the test,” said another fifth grader, William Campos, who has attended McGlone since preschool — before the turnaround. “And you always feel safe. And proud of coming in.”

“Before, the teachers would scream at the kids and the kids would run around,” said fifth grader Rebecca Cisneros, who’s also been there since preschool. “But now I feel like it’s more stable and safe.” When asked why, she offered this: “I guess because of Ms. Goodall.”

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Goodall came to Denver in 2008 as a Teach for America teacher. She was assigned to Godsman Elementary, a high-poverty school in the southwest part of the city. She ended up staying three years, a year longer than was required, before leaving to attend the Harvard School Leadership Program, where she interned at a Boston turnaround school.

Goodall with a fifth grade class that won one of McGlone's character awards.
PHOTO: Sara Gips Goodall/McGlone
Goodall with a fifth grade class that won one of McGlone’s character awards.

Eager to apply what she’d learned in a city she’d grown to love, the native East Coaster returned to Denver and started as an assistant principal at McGlone in the fall of 2012.

McGlone had become an innovation school the year before, meaning it was granted the flexibility to do things such as extend its school year and school day to help kids catch up. Students were making academic gains, but the school’s culture had taken a hit, Goodall said.

“Kids were angry,” she said. In addition to mandatory uniforms and a longer school day, she said, the students were being taught by new teachers who were asking them to work harder.

That year, Goodall met with a group of teachers and asked them what she saw as an important question: How can the administrators support you in building a better school culture?

They ended up writing a culture plan that includes monthly assemblies where both kids and teachers give shout outs, as well as several new recognitions and awards. The biggest is the Pack Leader (McGlone’s mascot is the Lobos), which students earn “for being a really good kid,” Goodall said. The Pack Leader isn’t necessarily the highest grade getter but is someone with good attendance who tries hard, shows improvement and has pride in the school.

“We’ve done tons of different stuff to say, ‘You matter as a person as well as a math score,’” she said.

When Goodall became principal in 2013, she started double specials blocks. Instead of back-to-back math blocks, students might get math followed by art, music, physical education, science or technology. The schedule has several benefits, Goodall said, not the least of which is fun. More fun, she believes, leads to happier students, which means fewer disruptions and more learning.

“Your math class is going to be better because you had a great arts block,” she said.

It’s also a way to keep kids coming, even if they’re dealing with tough situations at home. “They have to have a reason to love school,” Goodall said, “and sometimes it’s not reading groups.”

Meanwhile, classroom teachers use that time to dissect student data and plan lessons. Goodall prizes professional development, and teachers said they’re not afraid to ask for help.

“You can walk into any room and ask anyone anything,” said fifth grade teacher Lizzie Newcombe. “For me, as third-year teacher, I’m still kind of starting out. The amount of expertise and collaboration is incredible.”

A McGlone first grader practices her reading.
PHOTO: Roy Barnett/McGlone
A McGlone first grader practices her reading.

McGlone was one of the first schools in the district to have teacher-leaders, who spend half their time teaching and the other half coaching other teachers. This year, Amy Lovell is one of them. A former first grade teacher, she splits her time between providing intervention for struggling readers and observing teachers and helping improve their instruction.

“We just kind of look at our kids and really try to figure out what motivates them,” she said. “We’re not traditional in that sense of, ‘Everyone turn to page 5, read together and answer questions.’ Every classroom knows their students’ strengths.”

Instructional superintendent Tanya Carter, who oversees McGlone and three other turnaround elementary schools in the far northeast, said she thinks the combination of strong academics and culture has made McGlone successful. Not every school does both well, she said.

“I think of the word ‘family’ when I think of McGlone,” Carter said. “They really do believe they are a family.”

That feeling, in addition to McGlone’s academic improvement, has changed the way the Montbello neighborhood views the school.

“A few years ago, I’d say (my kids went to) McGlone and it was like, ‘Oh, I’m sorry,’” said Shina Leonard, a paraprofessional at McGlone who has three kids who currently attend the school. “Now I say, ‘Oh, they go to McGlone,’ and it’s, ‘How do I get in?’”

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Goodall and her team have already told DPS that McGlone would like to add a middle school.

Goodall with two of McGlone's fifth grade students.
PHOTO: McGlone
Goodall with two McGlone fifth graders.

But getting one isn’t that easy. The district, which is the largest in the state and getting bigger every year, has a formal process for soliciting ideas for new schools. It’s called the Call for New Quality Schools, and the most recent one was published last week.

It calls for a new middle school in the far northeast that could open in the fall of 2017 with space for 450 students. Residential development is booming in that part of the city — and many of the new houses are single-family, which tend to yield more schoolchildren.

The district is also asking for an additional 180 to 270 middle school seats by 2017 or sooner. That’s not enough to warrant an entire new school, but the district’s request says those seats could be added to an existing school, provided it’s a top-performing one.

McGlone wants to help fill those needs. School leaders plan to submit a formal letter of intent next month and an application by April, as is required by the process. The school board will vote to approve the school ideas, and where they’ll be located, in May and June.

McGlone is already at capacity this year with 730 students. To expand would require some construction. In the meantime, Goodall has an idea: she’d like to add two sixth grade classes this fall, making room by having the two assistant principals also share her small office.

But DPS hasn’t given the interim proposal the green light, she said. Until it does, Goodall has no choice but to advise her fifth grade parents to choose other schools for their kids for sixth grade.

A McGlone student raises her hand.
PHOTO: Roy Barnett/McGlone
A McGlone student raises her hand in class.

Leonard is one of them. Her son, Damien, started at McGlone in kindergarten the year before the turnaround began. He left school that year not knowing how to write his name. Leonard was ready to switch schools but the staff pleaded with her to give turnaround a chance.

She’s glad she did. By second grade, her son had caught up. Now, his test scores are above average. But she’s worried he’ll slip again in middle school.

“These kids form their groups of friends, they feel safe, they know what’s expected of them and then you break them all apart,” she said.

The 28 students in one former McGlone fifth grade class ended up at 11 schools.

“A lot of kids fall through the cracks,” Leonard said. “That’s my biggest fear.”

Danielle Case has watched her 13-year-old son struggle after leaving McGlone two years ago.

“He had built such a good relationship with all the teachers there that when it came time to go to a middle school, it was really hard,” she said. “His friends didn’t follow him to the school that he selected. That caused a lot of depression for him and he started getting bullied a lot.”

When her son heard about the proposal to expand McGlone, Case said, “he kept saying, ‘I wish that was there when I was having to go into sixth grade.’” He continues to keep in touch with the teachers at McGlone, she said, even visiting them after school and over the summer.

Stories like that are all too common, Goodall said — and all too painful to hear.

“I’m really proud of everything our school has done,” she said. “It’s still not enough.”

McGlone teachers, parents and students advocated for a middle school at a December school board meeting.
PHOTO: McGlone
McGlone teachers, parents and students advocated for a middle school at a December school board meeting.

That’s why on a Thursday night in December, a week before Christmas, dozens of McGlone teachers, parents and students filled the gymnasium where the DPS school board holds its monthly meetings. Dressed in maroon and navy McGlone T-shirts and toting hand-drawn signs, they waited to address the board.

Johnson, the fifth grade math teacher, told a story about one of his students, named America. The girl had tried to stall taking a tough test by complaining she had to go to the bathroom.

“‘Well, Miss America, we’ve only been here for about five minutes,’” Johnson told her. “‘Do you need to go to the bathroom or do you want to go to the bathroom?’

“Well, Mr. Johnson,” she replied. “What’s the difference?’”

Eventually, Johnson said, America admitted that she wanted to go to the bathroom — and she didn’t want to take the test because it was “boring and hard.” He thanked her for her honesty and then asked another question: But do you need to take the test? Yes, America said, because she knew that understanding math would help her be successful in life.

“I tell you this story because at McGlone, we don’t always give you what you want,” Johnson told the board. “But we definitely make sure our students have what they need. And right now, what we we need is a middle school.”

Building Better Schools

How a new principal led her neighborhood school to the biggest ISTEP gains in Indianapolis Public Schools

PHOTO: Dylan Peers McCoy
School 39 had the largest jump in passing rates on the state math and English tests in the district.

Breakfast at School 39 was a little bit hectic on a recent Wednesday, as staff urged kids to eat their bananas, yogurts and cereal.

But principal Stacy Coleman was calm as she stood among the tables of kindergartners and first graders. “Big bites now,” she said, as the bell approached.

Coleman is in her second year as principal of School 39, also known as William McKinley, a traditional neighborhood school on the edge of Fountain Square. In Coleman’s first year of leadership, the school achieved an unusual feat: Passing rate on both the math and English ISTEP climbed to 28 percent in 2017, up 9.7 percentage points over the prior year — the biggest jump of any school in Indianapolis Public Schools.

That progress caught the eye of Superintendent Lewis Ferebee, who highlighted McKinley as a school the district could learn from.

“We hired a great new leader,” said Ferebee. “She’s really focused on the culture of the school and using data to inform instruction.”

A Michigan native, Coleman has been an educator for seven years. She joined IPS three years ago as assistant principal at School 31, also known as James A. Garfield, a neighborhood school two miles from the campus she now leads.

Chalkbeat sat down with Coleman to talk about School 39 and the school’s remarkable jump in passing rates. Below is an excerpt from our conversation, edited for clarity and brevity.

What’s your school community like here?

We are a working-class neighborhood. Our families are working class — very supportive parents. Teachers call, they answer. They are up here. They care about their child’s well-being.

The neighborhood around us is changing. Gentrification is occurring, and it’s moving fast. However, we have not seen a change in our population of students yet.

We canvas the neighborhood quite often, me and my parent involvement educator. A lot of people we’ve talked to don’t have kids, and if they do have kids, they are not school-age yet.

You guys had this big bump in your test scores — the biggest in the district. What did you think when you saw that?

I felt so filled with emotion because I saw all the hard work that my teachers were doing, and I saw what we were doing with the kids. It just was nice to see the gains from the hard work.

You’re seeing the flowers that you’ve planted.

What do you think led to this big jump in test scores?

We really focused on making this a positive and safe environment for our students — and our staff. Changing staff morale, changing student morale and motivation.

We focused on empowering our teachers and putting that ownership on them.

What did you do to empower your teachers?

Allowing for professional learning community meetings to be teacher directed. It’s not like a staff meeting. It’s teachers talking and collaborating with each other, being transparent in our teaching practices, opening the doors of our classroom for other teachers to come in.

We did instructional rounds. Teachers went into other classrooms and observed a problem of practice and debriefed about those and put specific strategies into their classrooms.

As a teacher, I found a lot of power in those professional learning community meetings because that was when you got to delve into the numbers. You delve into the data and really understand how your students are doing.

Was there anything you feel like you stole from the last school you were at where you were assistant principal?

We do a lot of positive behavior interventions and supports here at William McKinley. We did a lot of them at James A. Garfield. We amped them up, last year and again this year.

Like, this year, we have Coleman cash. Every day a student is nominated by their teacher, and they get to go to the front of the lunch line. They get to sit at a special table in the cafeteria with a tablecloth and a centerpiece. They also get to invite a friend. They get to talk when everybody else is silent. All those good things.

On Friday, for staff, we are going to be superheroes. Then we take a picture, and classes are going to vote on them.

The students get to see us enjoying ourselves, and it’s a little bit of a fun Friday.

We’re just making it a great place to work and a great place to learn for our students.

Educator diversity

Aurora Public Schools’ principals more racially diverse this year, but district still lagging behind

File photo of kindergarten students at Laredo Elementary in Aurora.

In the most diverse city in Colorado, school district officials have struggled to hire and retain principals of color.

The issue isn’t unique to Aurora Public Schools. But one change made three years ago to how Aurora hires principals is now slowly increasing diversity among school leaders, officials say.

The revamped hiring process wasn’t aimed at increasing diversity, but rather at increasing quality and minimizing biased or preferential hiring decisions, officials say.

“Systems that are more likely to have bias are less likely to have diversity,” said John Youngquist, Aurora’s chief academic officer. “Systems that are engaging these kinds of processes that allow people to demonstrate behaviors they’ve practiced over time, are ones that allow those high quality candidates to get to the top. I know is this is a practice that increases the level of diversity.”

This fall, 10 percent of Aurora principals are black, and 14 percent are Hispanic, up from 9 percent that were black and 7 percent that were Hispanic last year.

It’s an improvement, but the numbers still represent a gap with the diversity in the district and in the city. Eighteen percent of Aurora Public Schools students are black and more than 50 percent are Hispanic. The city of Aurora has similar demographics, according to the most recent U.S. Census estimates.

State data tracking both principals and assistant principals by race showed the Aurora district had lower percentages of school leaders who were black or Hispanic in 2016 than in 2013. Numbers for the current school year are not yet available.

This year, the numbers of teachers who are not white are smaller and farther from representing the student or community demographics than they are for principals.

Research has shown that students of color benefit from having teachers of color. Having diverse and highly qualified principals helps leaders in turn attract and hire high quality and diverse teachers, Youngquist said.

Aurora superintendent Rico Munn said that increasing diversity is a priority but said he isn’t sure how many educators of color Aurora schools should aspire to have.

“For our workforce to mirror the community, I don’t know that there’s enough educators in the state,” Munn said.

Elizabeth Meyer, associate professor of education and associate dean for undergraduate and teacher education at CU Boulder, said all districts should be striving to see an upward trend in the numbers, not necessarily trying to reach a certain percentage as a goal.

She said that issues in diversifying teachers and principal pools are similar, but that teachers of color who are supported can be the ones who can then go on and become principals.

“We’re already limited because teaching demographics are overwhelmingly white women,” Meyer said. “We do need to find ways to make teaching a more desirable profession, especially for people of color.”

Meyer said that while there are nationwide and statewide issues to be addressed, districts need to incentivize teachers by paying higher wages, create environments that are inclusive for teachers already in the district and have visible leaders of color.

“It’s not enough to just want to recruit people in,” Meyer said. “Retention is the other part of the problem.”

When Youngquist’s office led the change in how the Aurora district hires principals, the focus was to increase the quality of school leaders and remove bias that could allow a person to be invited into the process “just with a tap on the shoulder,” he said.

The new process requires a team of district leaders and other principals to observe candidates as they are asked to model practices through scenarios and demonstrations of situations they’re likely to confront as principals.

Yolanda Greer, principal of Aurora’s Vista Peak Exploratory was one of the first to go through that new hiring process three years ago.

Yolanda Greer, principal of Vista Peak Exploratory in Aurora.

“I will tell you at the end of it I certainly felt like I had been through a triathalon of some sorts,” Greer said. “But I do recall saying at every point, ‘I’m so impressed. I’m so appreciative that APS is taking the thoughtfulness that went behind creating this process to make sure we have leaders that are prepared.’ It made me want to be here even more.”

Speaking at a community meeting last month, Munn said the neighboring districts of Denver and Cherry Creek can offer more money, so Aurora must focus on other appeals to hire and retain diverse educators.

“We have to think about what’s the right atmosphere or what’s the right way that we can recruit or retain people in a way that makes them want to be part of what we’re doing here in APS,” Munn said. “Our ultimate winning advantage there is that we have a strong connection to the community. We also demonstrate to potential staff members that we are a district that has momentum. We are a district where there is opportunity. We are a district that can truly impact the community that we serve.”

Greer said she felt that draw to Aurora long before she applied for the principal position.

“I think because there was a public perception that Aurora was an underdog,” Greer said. “It’s a great opportunity to not only impact the school but the district and community.”

Though Aurora district officials are happy with how the principal process is playing out, they started working with a Virginia-based consultant last year to look at all hiring practices in the district. Munn said part of that work will include looking at whether the district is doing enough to increase diversity.

Like most school districts, Aurora has sent officials to recruit new educators from Historically Black Colleges and Hispanic Serving Institutions.

One thing that Greer said is in a district’s control is allowing a culture where issues of inequity can be discussed. In Aurora, she said she feels comfortable raising issues of student equity if she sees them.

For her, seeing other people of color in leadership positions in the district, including the superintendent, also made her feel welcome.

“In Aurora when I walk into leadership meetings, there’s a lot of people that look like me, so there’s that connectivity,” Greer said. “There’s open conversations and people listen.”

Earlier this year, Greer was reminded of the impact that leaders of color can have when her elementary students were asked to dress up for the job they hoped to have when they grew up.

Several of the students came to school dressed as their principal, Greer said.

“I want to make sure students of color can see someone that looks like them,” she said. “When they can see me in the specific role in education and they can say, ‘Wow, that can be something admirable and I want to aspire to that,’ it’s a big deal.”