Who Is In Charge

Without funding, ELL bill dies

Updated 9:30 a.m., May 3 – The Senate Appropriations Committee this morning voted 6-1 to kill House Bill 13-1211, which proposed to upgrade programs for English language learners.

Sponsors weren’t able to find funding for the bill’s $7 million cost. “This is something we need to do, [but] the truth of the matter is we just don’t have the $7 million,” said committee member Sen. Rollie Heath, D-Boulder.

The Senate Education Committee had voted 8-1 Thursday to approve the bill, which was designed to improve teaching of English language learners, even though committee members knew it faced long odds.

Colorado Capitol“There’s some great stuff in this bill, and there’s also a price tag that we’re still working on,” sponsor Sen. Andy Kerr, D-Lakewood, told the committee during the Thursday afternoon hearing that was squeezed in between floor sessions.

HB 13-1211 would have updated standards for school district ELL programs and for reporting to the state on those programs, and it outlined how the Department of Education would oversee such programs. Current law allows districts to spend state ELL dollars on individual students for only two years. The bill would change that to five years.

Districts currently receive about $14.5 million a year in state funds this year plus $11.3 million in federal money. HB 13-1211 would cost an additional $7 million a year for additional CDE staffing and for additional professional development for teachers and for student support. Colorado has an estimated 110,000 ELL students, about 85 percent of who are Spanish speakers.

The bill had bipartisan sponsorship.

HB 13-1211 has been somewhat overshadowed by Senate Bill 13-213, the proposal to modernize the state’s school funding system. That bill contains substantial increases for ELL programs, but it wouldn’t go into effect until 2015-16 and also requires voter approval of a $1 billion income tax increase. (See this legislative staff summary for more details on HB 13-1211.)

GOP loses fight over extra higher ed funding

House members ate up about an hour Thursday evening throwing partisan stones at each other over House Bill 13-1144, a measure that extends a tax on cigarettes that was due to expire. When the House passed the bill way back on Feb. 4, it included a Republican amendment that earmarked the $28 million in revenue for higher education.

The Senate stripped that amendment before passing the bill on March 5. Ever since then the Democratic leadership has been holding the bill, with no intention of restoring the higher education amendment. (The Democrats felt it would be more prudent to spread the revenue among other programs.)

That hasn’t been a secret around the Capitol. But when the bill finally was brought up in the House Thursday for consideration of the Senate changes, Republican members made a big display about being betrayed.

“I want to know why no one told us,” complained Rep. Frank McNulty, R-Highlands Ranch. “I never felt as played as I do now.”

“Bad, bad, bad. Bad, bad really bad,” scolded Rep. Amy Stephens, R-Monument.

Rep. Claire Levy, D-Boulder, pointed out that some of the complaining Republicans actually voted against the bill last February, but that just made GOP members madder.

Two Republican motions on the issue were defeated; the House voted to accept the Senate version of the bill and re-passed it on a 37-27 party-line vote.

Energy conservation bill flap defused

The House Thursday evening gave preliminary approval to a bill setting energy conservation standards for new school buildings after passing an amendment that apparently ends much of the controversy over the measure.

School districts had been fretful about the potential costs of such requirements. The amendment softens some of the original bill’s requirements for third-party verification of building projects and loosens some other mandates in the measure.

If the bill passes, as it now looks like it will, it will be a long-awaited victory for Sen. Andy Kerr, R-Lakewood. He sponsored several variations of the bill while serving in the House, but all were defeated. But the bill now is a fairly mild mandate. “I think this is as good as we’re going to get,” said Rep. Cheri Gerou, R-Evergreen and a somewhat reluctant House prime sponsor.

No problems for BEST oversight bill

The House Friday gave quick preliminary approval to Senate Bill 13-214, the measure that tweaks some provisions of the Building Excellent Schools Today school construction grant program.

The bill requires the BEST board to maintain an annual reserve to cover the costs of annual lease-purchase agreements (something the board already does) and gives the legislative Capital Development Committee final say over the annual list of BEST lease-purchase projects. During the 2012 session there was some legislative hand wringing over the potential for BEST spending to require a legislative bailout in future years. That concern has ebbed, and the bill is seen as more symbolic than substantive.

Sex education bill finally goes to governor

Both the House and Senate Thursday agreed to a conference committee report on House Bill 13-1081, which creates a grant program for comprehensive sex education, and re-passed the bill.

The bill, first debated in committee early in February, prompted culture wars-style partisan rhetoric over abstinence and the role of schools in teaching sex education, with an undercurrent of anxiety about homosexuality. The bill actually went through two conference committees, but the changes didn’t appease Republican critics.

“This bill still stinks,” Stephens said Thursday, and the 37-27 House final vote split on partisan lines. The Senate was similarly split, re-passing the bill 20-13.

Down to the wire for merit aid bill

The Senate Education Committee will have a rare Friday session to consider House Bill 13-1320, a proposal designed to make it possible for state colleges to again offer merit scholarships to Colorado.

The bill allows state colleges to adjust ratios of resident and non-resident students so as to raise more tuition revenue from out-of-staters, giving colleges revenue they can use for resident merit scholarships. The bill currently also contains $3 million in state funds for merit aid.

Advocates had hoped the bill would be heard in committee on Thursday, but the necessary updated fiscal analysis by legislative staff wasn’t ready. Lobbyists working the measure expect the $3 million may be eliminated or reduced, and they’re also working on both wavering Democratic and Republican votes on the committee.

The measure is the last 2013 education bill pending in a committee other than appropriations. Lawmakers have to adjourn by May 8.

How I Lead

This Memphis principal says supporting teachers and parents helped pull her school out of the bottom 10 percent

PHOTO: Caroline Bauman
Principal Yolanda Dandridge has led Georgian Hills Achievement Elementary for the last two years, and was previously the academic dean.

Here, in a series we call “How I Lead,” we feature principals and assistant principals who have been recognized for their work. You can see other pieces in the series here.

Principal Yolanda Dandridge walks almost 14,000 steps a day — double the national average.

It takes a lot of walking to manage two schools. Dandridge has led Georgian Hills Achievement Elementary for the last two years and was previously the academic dean. She temporarily took over Frayser Achievement Elementary when the schools had to share space this year because of maintenance issues at Georgian Hill’s original building.

“I am constantly on the move,” Dandridge said. “How else can you keep up with elementary students?”

Both schools are part of the Achievement School District, which is charged with turning around the state’s lowest-performing schools but has struggled to accomplish the task.

This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent. In 2016, before Dandridge took charge, Georgian Hills was in the worst 2 percent of schools.

Dandridge was honored by the achievement district for her work.

“She is a real standout among our principals of someone who understands what it takes to turn things around,” said interim achievement district leader Kathleen Airhart.

Dandridge talked to Chalkbeat about how she gets to know her students, her efforts to motivate teachers, and why school buildings are important.

This interview has been condensed and lightly edited.

What was your first education job and what sparked your interest in the field?

PHOTO: Caroline Bauman
Dandridge walks almost 14,000 steps a day — double the national average.

I tell my teachers to always stay focused on the “why” behind their careers. For me, my “why” was the fact that my little brother got all the way through elementary school without learning to read. He wasn’t able to read until the fifth grade. He came from a family of educators, and he still slipped through the cracks. If that could happen to him, it could happen to so many kids.

I started teaching in Rolling Fork, Mississippi, and I taught in that state for more than a decade. I came to Memphis as a teacher, I was asked later to consider taking on the principal role at Georgian Hills. I said, “You want me to do what?” Now, I’m grateful for all those years in the classroom and as an academic dean to prepare me for this role.

How do you get to know students even though you don’t have your own classroom?

Any chance to get into the classroom, I will. If a substitute teacher doesn’t come, which does happen sometimes, I will teach the students in that classroom for a day. I love getting to know students by helping out in the classroom.

I am also constantly walking the hallways of both schools. That’s how I start the morning — I greet students and their parents by name when they walk into the school. I walk students to their classrooms. I’m constantly monitoring the hallways.

When a new student registers for classes, the first thing the office staff knows to do is call me down so I can meet them.

How do you handle discipline when students get into trouble?

I really prefer to always consider the experiences that a child may have had prior to entering our building.  When you approach discipline with a keen awareness of the types of situations a child might have or experience, it really makes you a better educator.  And you understand that the best thing for us to do is to ensure that students know and understand that we have their best interests in mind. When children connect with you and other teachers in this way, discipline is less challenging.

What is an effort you’ve spearheaded at your school that you’re particularly proud of?

I’m very proud of what we’ve done at Georgian Hills and now at Frayser to really focus on our teachers.

Every Wednesday after school, we’ll have a period of professional development. I try to be attentive to what my teachers tell me they want to learn more about. There is a lot of coordination on lesson plans in particular. Teachers work together on their lesson planning, and I also will personally give feedback on a teahers’ lesson plans. My biggest, driving question is “What do my teachers need most?” They don’t need to be spending hours everyday lesson planning when they can collaborate. We can help there.

Tell us about a time that a teacher evaluation didn’t go as expected — for better or for worse?

Evaluating teachers has always provided me with the opportunity to hear and see the creativity and passion that our teachers bring to the classroom.  My thought on evaluations is to take the anxiety out of it and ensure that teachers are comfortable and understand that the overall process is about improving their skills and enhancing the tools in their toolbox.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective.

PHOTO: Caroline Bauman
This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent of schools in Tennessee.

When I was early in my teaching career in Mississippi, I had a student with a single mom. Her mom was an amazing support system for me and my classroom. She was always wanting to volunteer at the school. But she struggled to provide basic needs for her daughter — she was struggling to get a job. But she was trying so hard. There’s a stigma of parents, especially in low-income communities, not participating or caring about their child’s education. This mom was giving her all, and it changed my view of parental support. The school needed to find ways to also support her.

And so as a principal, I’m always thinking about how I can support my parents and invite them into the school. So that they feel welcome and wanted, and also so they are encouraged in their own role in their child’s education. We hold math and science nights, where parents learn how to do math games or science experiments at home with their kids. We provide them with materials and knowledge so that they can provide enrichment in their own home.

What issue in the education policy realm is having a big impact on your school right now? How are you addressing it?

We, like many schools in Memphis, don’t have the facilities we need for our students. Georgian Hills had to vacate our school building due to an issue with the roof. That created a hard environment for this school year — moving to a new building where we share space, and then me taking on that school as its school leader when the principal left. Honestly, I thought this year could break me as a school leader. But it didn’t, and it didn’t break our school either. We had a culture in place where our teachers felt supported among the chaos of the start of the year. After a year of repairs, we’re planning on moving back to our original building this fall.

But the issue here is that we don’t have the school buildings we need. Schools should be palaces in a community.

What’s the best advice you’ve received?

You have to mobilize people’s efforts to “win.” The first secret to this is to love your people. They are here for a purpose and you have to help them understand the higher purpose that they are here to serve.  You have to have the right people in place, be responsible for developing them, and have the courage to let them go when student’s needs aren’t being met. Finally, transparency rules.

oversight

Aurora school board to consider one-year charter contract for school with conflict of interest

PHOTO: Andrea Chu

Aurora’s school board is set to decide Tuesday whether to renew the charter of a well-rated school that long has served children with special needs — but that also has become caught up in questions over conflicts of interest and opaque finances.

Aurora district administrators, concerned about operations of Vanguard Classical School, are recommending just a one-year charter extension rather than the usual five-year contract.

District staff members told the school board earlier this year that they were unsure about the school’s relationship with Ability Connection Colorado, the nonprofit that started the school and provides services through a $350,000 agreement. Not only does that contract lack specifics, but also the nonprofit’s CEO, Judy Ham, serves as the president of the charter school’s board and has signed agreements between the two organizations on behalf of Vanguard.

“You can see the clear conflict of interest concern that arose for us,” Lamont Browne, the district’s director of autonomous schools, told the school board in February.

The charter school board president disputes the findings of the conflicts of interest, but said the school is going to comply with all of the contract’s conditions anyway.

Vanguard, which first opened in 2007, was created to serve students with special needs in an inclusive model, meaning, as much as possible those students are blended into regular classrooms. Currently, the charter operates two campuses. One, near Lowry, enrolls about 500 K-8 students, and the second, a K-12 campus on the east side of the city, enrolls about 745 students. More than half of the students at each campus qualify for free or reduced price lunches, a measure of poverty.

In reviewing Vanguard, the district found it has a higher percentage of students who perform well on some state tests than the district does. The school also has a good rating from annual state reviews.

But the unclear relationship between the school and its founding nonprofit have raised doubts.

Although the relationship and service agreements the school has with the nonprofit aren’t new, Aurora’s concerns came up during an interview step that was added to the charter renewal process this year. Last time Vanguard went through a review from the district, five years ago, the district’s office of autonomous schools that now oversees charter schools did not exist. Staff describe previous reviews as compliance checklists.

Ham told district reviewers in that new step during the review process, that she never recused herself from board votes involving her employer.

But Ham now says that she misspoke, and meant that she has never recused herself officially because she just doesn’t vote on matters involving Ability Connection Colorado.

“It felt like (it was) a loaded question” Ham said. “But I don’t recuse myself because I don’t ever vote. It’s almost like a foregone conclusion.”

Browne also told the board he was concerned with the lack of detail about the $350,000 service agreement.

“Considering the amount that that contract was for, we were very concerned about the lack of detail regarding those services,” Browne said. He also pointed to school staff’s “lack of clarity with regard to what they were paying for and what they were receiving.”

Ham said the charter school has rewritten and added more detail to the agreements about what Ability Connection Colorado does for the school, which she said includes payroll services, human resources, building management, and risk assessments for students. The school’s west campus also shares a building with the nonprofit.

“We are on-call 24-7,” Ham said. “We wanted to provide everything so that the school could focus on being able to do the most important thing which is educating the children, knowing that inclusive education is hard to do.”

But what the functions of the nonprofit are aren’t clear, according to Aurora administrators.

“The school should not be wondering what services they are or are not receiving from the company,” said Mackenzie Stauffer, Aurora’s charter school coordinator.

Administrators recommend a renewed contract include stipulations such as governance training for the school’s board, meant to address conflicts of interest.

Ben Lindquist, president of the Colorado League of Charter Schools, said that there are laws that could apply to give charter school authorizers like Aurora authority over conflict-of-interest issues.

“It should be within the purview of an authorizer to inquire into conflicts of interest if it perceives they are there,” Lindquist said. “But there’s not just one way to remedy that.”

Among the contract’s conditions, the district will also ask that Vanguard’s board be more transparent about recording board votes on significant decisions. Initially, district staff also said they considered asking Vanguard to remove the current board and replace all members, but officials said they ran into some problems with what they were allowed to ask the school to do.

“There’s a very interesting place we are in where we are the authorizer — we don’t run the school and we want to maintain that delineation,” Browne said. “However if we feel like there is something that could be a potential challenge for the school, we feel like it’s our duty to do what we can to suggest or recommend those changes.”