DPS board narrows candidate list

The Denver school board managed to whittle down its list of 25 applicants for Nate Easley’s empty seat to nine names, one of whom will become the seventh member and a critical vote on the board.

Now that Nate Easley has left the DPS board, a push is on to find his Northeast Denver replacement. <em>EdNews</em> file photo

Here’s the list:

  • Sean Bradley, a former staffer for state House Democrats and the Colorado League of Charter Schools
  • Fred Franko, who has served on the board of Great Education Colorado
  • Taggart Hansen, a Denver lawyer
  • MiDian Holmes, chair of Stand for Children’s Denver chapter
  • Antwan Jefferson, a CU-Denver educator instructor
  • Vernon Jones Jr., a Manual High School administrator
  • Lisa Roy, executive director of the Timothy and Bernadette Marquez Foundation
  • Mary Sam, a retired DPS teacher
  • Landri Taylor, CEO of the Denver Urban League

This seat is important because of the pervasive split on the board over the school reform agenda driven by Superintendent Tom Boasberg.

With Easley stepping down to take over the helm of the Denver Scholarship Foundation, the board is evenly split on such key issues as charter schools, school choice, programs for English language learners and school co-location.

It’s also clear that whoever gets the seat will have a leg up when the seat comes up for election in November.

On Monday, each board member anonymously selected his or her first, second and third choice. The top choices were awarded five points, second choice three points and third choice one point.

More meetings to come

The nine candidates will be interviewed by the board from 1 to 8:30 p.m. Thursday. Each candidate will have 40 minutes to respond to the same set of six questions they will have received in an advance, one question from each board member. In addition, board members will each be allowed to ask one “free-for-all” question of each candidate.

Candidates will have three minutes to respond to questions. They will also be allowed a few minutes for introductions and closing statements.

Board member Andrea Merida made it clear that she wants to hear from each candidate about cultural competency and race and class, for instance.

A community forum will be held from 6 to 8 p.m. on Wednesday, Feb. 20, most likely at Smiley Middle School, followed by another board meeting Feb. 27 aimed at narrowing the list to one. At that time the board may employ its anonymous numerical ranking system.

Sam, the only one of the nine who attended Monday’s meeting, said the process seemed “fair.”

“It sounds like the right kind of process,” said Sam, who taught in DPS for 41 years and was involved a recall campaign against Easley.

The discussion meandered for a while Monday before the board figured out a strategy for voting on the candidates and the whittling-down process. Board member Arturo Jimenez, as he has before, said he would not participate until he was more clear about what board President Mary Seawell would do if the board is unable to reach consensus.

Under state law, if a school board cannot reach consensus and fill an empty board seat within 60 days of a resignation the board president has the prerogative to appoint someone.

Jimenez agreed to participate after Seawell agreed, in the event of an impasse, to name a winner from the pool of nine candidates.

Kaplan suggests eliminating Stapleton residents from mix

Board member Jeannie Kaplan tossed out the idea of narrowing the big list by eliminating anyone who lived in the Stapleton neighborhood, saying those residents already have enough representation. That idea did not sit well with other board members, such as Anne Rowe, who said rather that eliminating people based on zip code, the board should focus on people they want to know more about.

“I want to focus on reaching consensus in a positive way,” Rowe said. “Taking out a whole area of the Northeast area doesn’t even make sense to me. It is quite unfair to those” people.

Board member Happy Haynes echoed those sentiments.

“Our job is to select someone,” Haynes said. “I’m very opposed to de-selecting anybody. Where somebody is living doesn’t represent how well someone represents an area.”

At the end of the day, Haynes said she didn’t want to greet the new board member by saying, “Welcome to the board. You’re the least objectionable person.”

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.