Colorado

DPS’ SchoolChoice worked – for most

Editor’s note – This story was revised Tuesday to include updated data showing additional students, mostly preschoolers, who did not get into their schools of choice.

Nearly 70 percent of the 23,000 families who participated in Denver Public Schools’ new streamlined enrollment process got into their top choice schools, DPS leaders announced Monday.

Kids on school busMeanwhile, 80 percent got into their first or second choice school and 83 percent got a spot in their first, second or third choice.

It was unclear whether the participation in school choice increased this year over previous years, but several parents interviewed said the system seemed more fair and easier to navigate – with less gaming of the system by well-connected parents.

Christine Walvarens, 45, who lives in southeast Denver, succeeded in getting her son into popular East High School.

“For us, it actually was a very smooth process, but I did read everything pretty carefully,” Walvarens said. “It was easy and transparent. I feel it is actually much more fair this way.”

Still, the system didn’t work well for everyone. And many parents whose children didn’t get into schools their siblings attend said the system was anything but fair.

393 families fail to get into top five choices

Some 393 Denver families – 224 at the preschool level and 108 at the kindergarten level – didn’t get into any of the five choices they were asked to place on their applications. Several parents interviewed also reported siblings not getting into the same schools as their brothers and sisters.

Gabriella Cavallero has one little girl who will be going into kindergarten next year. She took mornings off from work to tour schools, attend open houses, talk to principals and observe students in class. She settled on five schools she believed would be good fits for her daughter, and set about ranking them. Then, she submitted her form.

“I know I was choosing schools that didn’t have a lot of slots … but isn’t that going to be the case if you’re researching good schools?”
–Gabriella Cavallero, whose daughter didn’t get into any of her top five choices

“I know I was choosing schools that didn’t have a lot of slots … but isn’t that going to be the case if you’re researching good schools?” she said.

Her daughter didn’t get into any of them.

Miguel Oaxaca, parent of two DPS students and a member of the education committee of Metro Organizations for People (MOP), said he had one parent complain that her son had been enrolled in a school she didn’t choose. A few other parents griped about not getting into coveted East High School.

He also said not all schools did everything they could to get the word out to Latino families about the new choice process.

“In the beginning, there was a little confusion, but after a few weeks, it was getting better,” Oaxaca said.

Not everyone will be happy with the unforgiving nature of a lottery, and there are bound to be snafus in a new system serving an 80,000-student urban district. But district officials said they were pleased with participation in SchoolChoice.

“We’re seeing enrollment increases all across the city and are thrilled to be serving more Denver families and seeing the high level of participation in SchoolChoice,” DPS Superintendent Tom Boasberg said. “Now we need to work hard with the community on ways to invest in creating more early childhood offerings and in further strengthening our schools all across Denver.”

In Cavallero’s case, the district told her to consider listing a new batch of schools and go through the second round of SchoolChoice. But Cavallero doesn’t see the point.

“The process – I don’t know what it’s been like in the past – was incredibly stressful, and time-consuming and work-intensive,” Cavallero said. “I do freelance work, and get paid for the time I am working. I had to take off a lot of time because I wanted to be an informed parent.”

Non-sanctioned DPS choice Facebook page pops up

Stories like Cavallero’s are flooding neighborhood list-serves and mommy blogs. A mom in Highlands, Lauren Wolf, even set up a Facebook page as a place for DPS parents to vent about their choice experiences. By Monday afternoon, it had 118 “likes.”

Proponents are still trying to determine whether the new, one-stop-shop SchoolChoice system, which included several information sessions in English and Spanish citywide and was supported by a coalition of community partners led by Get Smart Schools, drew more families into the process.

But DPS spokeswoman Kristy Armstrong cautioned there is no way to compare participation to that of previous years.

“The main reason we did SchoolChoice is that it was such a complicated system,” Armstrong said. “There were literally 62 different forms and time-lines. This year, it was one process.”

Across the district, 82 percent of current students who will be entering “transition” grades next year – kindergarten, sixth and ninth grades – participated in SchoolChoice this year. And, in general, 40 percent of the district’s 81,500 students attend a school that is not their neighborhood school.

District spokesman Mike Vaughn said the district has received positive feedback on the new system, but  acknowledged frustration by parents of younger children.

“We’ve heard about families wanting to get into preschool programs and full-day kindergarten,” Vaughn said. “We have limited funding for preschool, and the state only pays for a half day of kindergarten. We are not near close to where we need to be to meet demand.”

A supply and demand problem

The fundamental problem is there just aren’t enough seats in the most sought-after schools. Yet there are openings at other, often lower-performing, schools.

The answer, according to Boasberg, is for parents to get involved now in their neighborhood schools – through high school – even if their kids are toddlers or preschoolers. The other answer is money: Money for teachers, new schools and expanded capacity at popular schools.

A committee is meeting now to determine whether Denver voters might be willing to open their wallets for this purpose again in November. Boasberg shared these options with Wolf and another mom Thursday in a meeting arranged by 9NEWS.

That’s all good, Wolf said, but she – and other parents – believe the choice process itself needs to be tweaked. For instance, siblings should get the same priority ranking in a choice as a neighborhood student, Wolf believes, since a child who enrolls in a choice school forfeits his or her neighborhood school slot.

“This is the first year there wasn’t room to capture the siblings,” Wolf said. “We have 10 families at Brown (Elementary) with siblings in (early childhood education) who got on a wait list.”

She also doesn’t believe the district is doing enough to handle the population boom in northwest Denver, largely made up of young families.

Wolf says the new choice system, which is now operated entirely through the district’s choice office, didn’t work as well for parents in her neighborhood. Previously, each school handled its own process and deadlines. And while it was still the same lottery system, it seemed parents were able to work with principals to come up with solutions.

Wolf said Brown’s principal, Suzanne Loughran, requested additional kindergarten seats and it looks like that will happen, so it seems her younger daughter will be able to stay at Brown with her big sister. Loughran could not be reached for comment. Even though her situation may be solved, Wolf said that was not the case for many other DPS parents.

“With the district taking control out of local schools, and putting it in a centralized office, it led to a lot more confusion and questions,” Wolf said.

There is still a chance for families to participate in SchoolChoice through the second round, which is ongoing and offers enrollment spaces on a first-come, first-served basis. Families may visit their school or schools of interest to submit a second-round SchoolChoice form through Aug. 31. More information is available at http://schoolchoice.dpsk12.org or by calling (720) 423-3493.

Top choice preferences in Denver Public Schools

These numbers reflect how many students picked each school as their top choice.

High schools

  • East – 869
  • Denver School of Science and Technology at Green Valley Ranch* – 310
  • South – 308
  • George Washington – 284
  • Thomas Jefferson – 238

Middle schools

  • Denver School of Science and Technology at Green Valley Ranch* – 510
  • Denver School of the Arts – 391
  • Denver School of Science and Technology at Stapleton – 351
  • Hamilton – 289
  • Morey – 233

Elementary schools

  • Swigert International School* – 505
  • Knight ECE Center – 469
  • Escalante Bridge ECE Center – 340
  • Academia Ana Marie Sandoval – 310
  • SOAR at Green Valley Ranch – 270

Note: Elementary counts may include duplicates. Students may be counted more than once if they selected multiple programs at the school, such as full-day and half-day kindergarten. Asterisks denote schools in enrollment zones, or those with shared boundaries.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.