What are your greatest achievements as CEO of Camino Nuevo?

I would point to our success educating English language learners. Not too many schools serving this population of students have a 99 percent graduation rate and a 70 percent four-year college acceptance rate. I would also point to our comprehensive approach; we don’t get kids to the finish line without their families.

They are a critical lever for achieving success. I am extremely proud that because of our investment in high-quality educational opportunities and support services for students and families we have more than 1,000 graduates today. Many of them are going to college or have graduated college. Now they are coming back to volunteer or in some cases to work in our schools. There is no bigger accomplishment than that.

What still challenges you?

Too many college students are taking remedial courses and not graduating; low-income students are especially vulnerable. We are making significant progress to address the gaps, such as implementing a writing curriculum that scaffolds the rigor of college from high school to the early grades. We can always do more to prepare our students. We need to start earlier.

The current political climate has also created other challenges for us. Many of our students come from immigrant families and may have undocumented family members. They are growing up in an environment of fear and uncertainty that makes it difficult for them to be fully present and at their very best when they come to school. We do our best to create a safe and welcoming environment in our schools. We have passed a resolution to keep immigration authorities out of our schools. But I worry about the long-term consequences if the current situation doesn’t improve.

Are charter schools better positioned to help students that are new to this country?

I can only speak to what our schools are able to do. There are a few factors that allow us to proactively support children who are newcomers. First, most of the families we serve are immigrants and they want their children to be able to learn in both English and Spanish. In the elementary grades, our new learners transition almost seamlessly into our bilingual programs that support them in learning the language while accessing content. In the secondary grades, students receive a personalized plan that is language intensive as well as support in accessing content.

How do you advocate for undocumented children amid their uncertain future?

It breaks my heart that every day more than 100 Dreamers are losing their protection. These are kids who grew up here, who know no other country. I was one of those kids. (Ponce grew up in MacArthur Park in a non-English-speaking household.) I can relate to their fears and experiences. Beyond that, we’re deeply connected to community nonprofits that provide legal support. We’ve been doing a lot of community outreach, sharing information and pointing families to resources. We have hosted clinics at our schools and trained staff to be equipped to help answer questions from parents. In addition to the on-the-ground work, we’re advocating on a policy level, making phone calls, sending letters to lawmakers and being signatories to amicus briefs – anything and everything we can do within our realm of influence. 1

How do you talk with students and families about immigration issues like DACA?

Initially, DACA brought hope and opportunity to young adults struggling through making sense of their place in this country. Now they are struggling to hold on to opportunities and not lose hope. I am always mindful about how we talk to our students and families – the words and the tone we use, especially when we have to deliver difficult news. It’s important for us to share information, and to do so with empathy. I feel helpless sometimes because I can’t fix these immigration challenges. But I can talk through these challenges with families – kids and young adults – and make sure that they leave a conversation with a plan and some level of comfort and hope.

What’s on your list of recommended reads?

I am reading Chimamanda Ngozi Adichie’s new book “Americanah.” I picked it up because it was recommended and because it touches on issues and themes that resonate with me. Even though it’s a fictional story of African immigrants, I was able to see myself in the book. I’m also reading “An Everyone Culture” by Robert Kegan and Lisa Laskow Lahey, which presents a new way to think about culture and the importance of integrating learning and growth into our day-to-day practices.

Why do you do this work?

I do this work for women like my mother who came to this country without an education. I know she wanted the best for my siblings and me. But she couldn’t advocate for us because she couldn’t read or write or speak English. She didn’t know that a high school and college education were critical to breaking the cycle of poverty. Today there are still families that don’t have the tools or the information to help their kids access a high- quality education that puts them on a college path. I feel a responsibility to help these families. That’s why I keep doing this work. As long as I can have a positive impact, I will continue to be passionate and committed to this work. I’m also a mother myself. I want other children to have the same opportunities that my child will have in life.

What are your greatest achievements during your tenure as superintendent?

Enticing families to stay in the district by creating educational choices is a major strategic objective. One way we’ve been able to do that is by establishing new academic programs. When I began here, we created a pathways program. The program allows more scholars to pursue advanced placement courses. It also enables students to participate in concurrent enrollment tracks where they can work toward both a high school diploma and a higher education degree or trade certification. This program has resulted in 82 percent of students pursuing 2- or 4-year college, the military or workforce and 26 graduates who earned an associate’s degree.

We also started an International Baccalaureate® (IB) program. One elementary school has IB status and a middle and high school are on track for doing so by the next school year. The program is important because it gives young people the opportunity to explore learning and understand shared values and difference from a world view.

As a district, we’ve also been recognized by Colorado for narrowing the achievement gap among minority and economically disadvantaged students. When I became superintendent, we went from house-to-house visiting kids who had dropped out of the district over a three-year period. We engaged them in an alternative learning program called the Career Readiness Academy where they could earn trade certification and a high school diploma simultaneously. 

What challenges you?

Important to protecting the rights and needs of students is encouraging others to listen and learn. One way we’re able to do that is by putting out the facts. When it comes to Harrison, there’s a perception that because of socioeconomic status, our district is low performing. And it’s not. The district graduation rate is at 82.4 percent – that’s an almost 10 percent gain since 2013. Among our recent successes is recognition of academic achievement for five district schools from the Colorado Department of Education.

We try to share information as much as possible so people can begin to see the great work we’re doing. We rely on our communications teams to promote our accomplishments. When I am out in the community, I am doing the same. I have conversations with folks as much as possible to encourage understanding about what we’re able to do as a district, regardless of socioeconomics.

Why do you stand up for Dreamers?

When it comes to the Deferred Action for Childhood Arrivals program (DACA), it’s critical to understand that when we talk about children in our district, we’re talking about all children. (Spencer was among 55 education leaders affiliated with the Broad Center who signed a letter to Congress urging a bipartisan solution for DACA.) Signing the letter to Congress was a no-brainer for me because 20 percent of Harrison students are English language learners (ELL) and 49 percent of our students are Latino. Kids should come to school ready for learning instead of worried about their families and friends being deported. We need to protect our children who had nothing to do with the fact that their parents brought them here. If we are a country that stands for life, liberty and justice for all, then let’s live that.

What is your strategy for having tough conversations with stakeholders?

Talking with our education community, particularly about student rights at this moment, requires honesty. Put the facts on the table. Let people know where you stand as a leader. We don’t always have to agree. But we have to respect each other’s viewpoints and try to reach understanding. 3

What have you learned from DACA?

I have learned that race and culture are still big issues in our country. Socioeconomic status is still a big issue. Political affiliation is still a big issue. All of these things divide us. We need to truly have open and honest conversation. The point is not to persuade the other but to understand viewpoints different from our own.   

What’s on your list of recommended reads?

I have three recommendations:

1. “The Prize” by Dale Russakoff – for its message about the importance of consulting with your community. Don’t ever think you have the all of the answers for a group of people who do not have all of the answers for themselves. If you think that way it will never work.

2. “Other People’s Children: Cultural Conflict in the Classroom” by Lisa Delpit – while I first read this book years ago, I still revisit it periodically because it speaks to the dynamic of paying attention to the needs of people, particularly kids, when they’re not yours.

3. “Letters to a Young Brother: Manifest Your Destiny” by Hill Harper – this book is a must read for every African-American male in our country because it sends a message that we are not these angry, dangerous people that you can’t have a conversation with.