July 9, 2004 Minutes
I. Location and Attendees
The meeting was held at the Education Commission of the States (ECS), 700 Broadway. Members of the Commission in attendance were: Co-chairs Rev. Lucia Guzman and Dorothy Horrell; Commissioners Hank Baker, Brian Barhaugh, Dana Bryson, Leanna Clark, Ariel Cisneros, Judi Diaz-Bonacquisti, Maria Guajardo Lucero, Christine Johnson, Stephen Kaplan, Jesse King, James Mejia, Bill Ritter, and Esther Rodriguez; ex officio members David Barber, Lydia Landa, Jeff Buck, and Mario Williams; Executive Director Patricia McNeil; and Assistant Director Liz Aybar.
Observers included DPS Assistant Superintendent Wayne Eckerling, School Board member Theresa Pena; Gully Stanford, Colorado GEAR UP Director; Christine Galvez, California; Leo Smith, Citizens' Committee on Bond Expenditures; Nancy Mitchell and Carol Hanner, Denver Rocky Mountain News; Ted Sanders, Kathy Christie, and Michael Allen, ECS; and Anita Rodriguez, Martha Loera-Olivas and Mary Sam, DPS.
II. Call to Order, Approval of Minutes and Introductions - Co-Chair Rev. Lucia Guzman
Reverend Lucia Guzman opened the meeting by welcoming Commissioners and guests. Each Commissioner and guest introduced him/herself. Rev. Guzman asked for the approval of the minutes from the June 18 Commission meeting. Jesse King moved to accept the minutes and Maria Guajardo Lucero seconded. The minutes were approved unanimously.
Liz Aybar introduced two students, Lydia Landa of West High School and David Barber of the Career Education Center Middle College High School, who will be ex-officio members of the Commission. Both students discussed their own experiences in Denver Public Schools. Commissioners asked the students why some students do not succeed and whether students' desire to fit in with their friends plays a role. The students said that concern for safety in some schools, lack of engaging textbooks, and pressure from friends to cut classes all were factors. The students also said that good teachers can make a big difference in attracting the attention of students. A good teacher was defined as someone who makes the topic and curriculum interesting enough to keep students focused and doesn't "dumb it down".
III. Announcements - Co-Chair Rev. Lucia Guzman
Rev. Guzman noted that in their packets Commissioners would find a handout with important dates for the Commission's work. She noted that on July 22 and 23 Commissioners are invited to attend the DPS Secondary Teaching and Learning Conference at Invesco Field. In addition, the Mayor will be hosting a summit on Latino Academic Achievement on October 20. She also noted that the next meeting of the Commission will be held on September 10 at North High School from 9:30 a.m. to 1:30 p.m.
IV. Welcome to ECS - Ted Sanders, President, ECS
Mr. Sanders has been a classroom teacher, chief state school officer of three states, acting U.S. Secretary of Education, President of Southern Illinois University and President of ECS since 2000. He welcomed the Commission, noting the Commission's unique opportunity to make changes in DPS secondary schools that could significantly improve results. He noted that the "fundamental form and character of secondary education is due for a change", saying that the world has dramatically changed while high schools have basically stayed the same. Following Mr. Sanders' welcome and encouraging words, Kathy Christie of ECS showed the Commission the many materials accessible through ECS's website.
V. Discussion of Readings on Reform and the Achievement Gap - Commissioners
Commissioners read a number of articles in preparation for the meeting that focused on the themes of reform and the achievement gap.
Reform: Dorothy Horrell led the group in a discussion of approaches to reform based on Frederick Hess's article, "Common Sense Reform". Dr. Horrell noted that we are beginning to see things in these readings that help us think about how we go about our work. She began the discussion by asking "What in this article can help the Commissioners think about their work?" Commissioners' responses included the following questions and main ideas:
- Thinking Big: We need to look at changing the form and character of schools. This article argues for significant change.
- Business: What can we learn from business when looking at reform in education? Are there some lessons that may not apply? It was suggested that in looking for lessons from business, the service model, not the manufacturing model, should be our focus.
- Teaching: How do we provide some level of consistent rigor in our classrooms while also giving teachers necessary flexibility to enable them to excel? How can we have accountability with flexibility? In business, employees do problem solving in teams. Can we give opportunities to teachers to problem solve and provide the resources to implement their ideas?
- Resources: We should look at resources available to our schools. We need to talk about adequate financing when we talk about school reform. Right now we're losing teachers in DPS because schools don't have the money.
- Alternative Models: We should look at alternative models for schools and learn what works well in those models.
Dr. Horrell closed the discussion noting that Commissioners should keep notes on their thoughts about these topics and what they mean for the Commission's work.
The Achievement Gap : Rev. Guzman started the Commission's conversation about the achievement gap noting that the articles encourage reformers to look at raising the achievement levels of all students rather than focusing only on minority students. A focus on minority students makes it look as if this is a minority problem and ignores the fact that there are many white students who are also performing at low levels. The articles point out a number of myths about why the achievement gap exists, but argues that rather than discuss those it is more valuable to find ways to improve the achievement of all students. She noted that reform must focus on academics, paying attention to quality teaching and a strong curriculum. Rev. Guzman asked the Commissioners about their thoughts on the readings and what they can add to the Commission's work. Commissioners responded with the following comments:
- Myths: We are still in an environment where some people think the gap between ethnic groups exists because of genetic differences. We must not be seduced by the myths. We should look at what's in our control and how we can be strategic about making recommendations based on that.
- Quality Teaching: What factors contribute to attracting and retaining quality teachers? What types of teaching best meet the needs of all students? What would it take to get great teachers in every classroom? When looking at teacher quality, we must look at what structures need to be in place to support good teaching. Do teachers have time to talk with each other, plan together, talk about curriculum, instruction and individual students and meet with students and parents? We should be able to have the resources to support school structures and schedules that allow teachers to meet together.
- Student Success: There is a correlation between a student's background in math and his/her overall academic success. Are there key aspects of schools we can target to raise the success level of all students? We should focus on how to organize the schools and district to improve student learning (providing accountability with flexibility) identifying that students learn in different ways and at different paces. There should be different ways to structure the schedule to give schools necessary flexibility to organize their time.
- The Schedule: We need to learn more about the master schedule to understand why it exists and plays such a dominant role, why it is a barrier to reform, and how to overcome that barrier.
- Barriers: What is preventing the change in schools? Let's identify constraints, whether they are structures, environmental issues or individuals, and see if we can change them.
- Resources: Schools are often limited by the resources that are available. Are there resource limitations in talking about reform? Are we limited by resources in making our recommendations? Hess in his reform article said to focus on doing a few things and doing them well. We have choices about how we deploy our resources to our schools and within our schools. We should have the discussion about what ought to be without being limited by resources.
- Structure: Some schools in Denver are experimenting with small school structures as a way to ensure that students are know well by caring adults, get extra support in their courses and work with a small group of teachers throughout their high school years. Budget constraints and scheduling have made it difficult to maintain a common planning time for teachers and advisory groups for students.
- School Requirements: We also need to look at what schools are required to do. Can we offer a few core classes or do we need to offer a wide range? We should move from a discussion of whether there are enough resources (the current topic in schools) to whether we are using our resources in the best way to educate our students.
- Purpose: We need to consider what is the point of secondary education in DPS.
VI. Development of a Shared Vision for the Commission's Work- Trish McNeil and Small Groups
Dr. Horrell moved the Commission into a discussion about vision, explaining that this process will help us focus our work. When the Commission thinks about its recommendations, it will have an anchor. She explained that this may not be the final product and may need to be adjusted along the way, but that this is a starting point.
Trish McNeil described the importance of a vision, noting that without it the change process will likely result in confusion because it will lack a guiding framework. Ms. McNeil displayed two vision statements that the Commission might consider as guides for its work. She noted that these are not the only choices Commissioners could make, but that they reflect two distinct views being discussed nationally on the most important skills and outcomes for high school students.
The statements are:
- All students are successful learners. Successful learners take responsibility for their learning, make good choices, are proficient in math, reading and writing, and graduate prepared to be lifelong learners.
- All students are successful learners. Successful learners take a college preparatory curriculum and graduate prepared for postsecondary education.
Commissioners reflected individually on these statements and then divided into six groups to discuss and rework them. Following the small group discussions, groups reported out and the Commissioners discussed several important questions:
- What does it mean to be proficient?
- What would define the term "contribute to society?"
- How would we define "rigorous"?
- Should we use the term "each student" to reflect the individuality of students?
- Does saying that all students should be prepared for postsecondary education send a message to some students and parents that they are not included in the vision?
The discussion about the Commission's vision will continue at the September meeting.
VII. The Commission's Work Plan - Trish McNeil
Ms. McNeil presented four essential questions that could drive the Commission's work, noting that we need to focus on the things that are within the control of the schools. She also said that these questions appear in the literature and in the Commission's own discussions as key factors influencing student success.
- How can teaching foster successful student learning?
- How can school culture, environment and organization support successful student learning?
- How can we create and maintain accountability for successful student learning?
- How can district & school leadership foster successful student learning?
Commissioners decided to postpone a final decision on topics to guide the Commission's work until they complete their work on a vision statement.
VIII. Closing Reflections - Dorothy Horrell, Rev. Lucia Guzman and Commissioners
Dr. Horrell noted that there will be more opportunities to discuss our ideas and opportunities to see schools and talk with students and teachers. Commissioners will dialogue with each other over the next 2 months and revisit the vision discussion in September. Commissioners agreed to hold a retreat on Thursday, November 11 and Friday, November 12.
Ms. Horrell explained that Commissioners will shadow students during the last week of September. The staff will send Commissioners an email with information on high schools in Denver so they can choose which school they would like to visit.
One Commissioner said that he is encouraged by the level of conversation at the meetings, noting that there is positive talk about where schools can be and how we might get there.
Rev. Guzman closed the meeting by thanking the students and other Commissioners for their participation. She said that she felt the discussion had been passionate and important. She noted that she keeps the Board of Education updated about the Commission and that Board members are getting comments from people, organizations, and foundations throughout the country wondering about the Commission's work.
IX. Adjourn
Meeting adjourned at 1:35 p.m.