Colorado

DPS board forum focuses on reform initiatives, community engagement

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Three of the candidates in the Denver Public School board election. From left, Meg Schomp of District 3, Roger Kilgore of District 4 and Michael Kiley of the at-large race.

Reforms implemented by Denver Public Schools Superintendent Tom Boasberg were at the forefront of the discussion at Stand for Children’s Tuesday night forum for DPS board candidates.

Four of the seven DPS board seats are at play in the election, which could potentially upset the current balance, which favors Boasberg’s reforms. Stand for Children, which was characterized as driven by out-of-state interests during the 2009 board elections, has traditionally supported pro-reform candidates. All nine DPS board candidates were present at the forum, which was the final step in Stand’s candidate vetting process prior to endorsements.

The event included speeches from parents and former students about their experiences in DPS.  In the months leading up to the forum, the members of Stand’s Parent Endorsement Committee surveyed their neighborhoods and interviewed most of the board candidates. Only Joan Poston, late-minute entry in the at-large race, and Rosario C de Baca, who did not return Stand’s interview requests, did not go through Stand’s interview process.

The parents on Stand’s endorsement committee questioned the candidates, focusing on engaging people of color and educating a diverse student body.

Here’s what candidates had to say about some of the most discussed issues.

Diverse communities

All candidates agreed that the school district needed to serve all the city’s communities. Many expressed dismay at the disenfranchisement of students and parents. District 3 candidate Meg Schomp of Central Denver and District 2 candidate Rosario C de Baca of Southwest Denver called for school board meetings in the communities and additional school welcome centers for recent immigrants.

Several of the candidates had ties to minority and disadvantaged communities and all reemphasized their commitment to empowering students and working with disadvantaged communities. C de Baca said, in Spanish, that she “knows what it’s like to be an immigrant and not understand English.” She supports initiatives that ease the transition into the school system and improve English-learning.

However, many of the reform efforts Boasberg has undertaken proved to be more contested.

Principal selection

The issues of how to hire, train and maintain good school leadership came up repeatedly. While everyone agreed on the need to have good leadership, not everyone agreed as to where that leadership should come from.

District 2 candidate Rosemary Rodriguez, of Southwest Denver spoke for the majority of candidates when she stated the need to “attract good people, support them and hold them accountable.” She and others thought that there should be pathways for non-traditional candidates applying for principal positions. Rodriguez and others emphasized the need for parental involvement. “Accountability, that’s our job as parents,” she said.

Rodriguez’ opponent in the Southwest Denver race, C de Baca, felt that leadership had to also come from other areas of the school. “We need to recognize the leadership in faculty and the leadership in parents,” she said. “Otherwise the principal just carries out orders from central office. Not every school fits the same cookie cutter.”

For Kilgore, a District 4 candidate from Northeast Denver, the district’s effort in defining a good principal have been a success. ” I want to compliment the work DPS, especially John Youngquist, has been doing to figure out what a great principal is,” he said, naming the district’s Director of Principal Talent Development.

School turnaround effort

For Kilgore and Landri Taylor, his opponent in District 4, the district’s controversial school turnaround efforts in Far Northeast proved to be a very clear split. The turnaround effort in Far Northeast drove a comprehensive overhaul of several of the city’s lowest performing schools in 2011, including the establishment of several charters in the district and faculty turnover.  When asked how to continue the improvements that the Northeast turnaround efforts produced, Kilgore disagreed that there had been improvements.

“The number presented are partial numbers,” said Kilgore. “I don’t think we can really say for sure that there has been a change.”

Kilgore criticized the entire Northeast turnaround process, saying the community involvement there “was pitted community against community.” He would support community engagement that’s “the opposite of the far Northeast turnaround.”

Taylor, for his part, applauded the efforts. He singled out Green Valley Elementary School, a Northeast turnaround school, and said, “we want more schools like that school.” For him, Taylor said, “what is important is how did the turnaround come about.”

As far the community involvement in the reform efforts, Taylor said the turnaround happened “because [parents] stood up and said we want better schools.” Later on, he said, “we know engagement in far Northeast. We want to share that success with Denver.”

North High School and STRIVE Prep’s co-location

The three at-large candidates, Michael Kiley, Barbara O’Brien and Poston, were questioned as to the success of the North High School/STRIVE Prep co-location. The decision last year to move the high-performing STRIVE charter into the North High School was fraught, with some North students, parents and faculty concerned that the move would detrimentally affect their school. Although the decision-making process on the co-location was unanimously panned by the candidates, they had different explanations for its failure.

Kiley stated that some of the 2011 bond money should have gone to finding an alternative to co-location. “They should have taken some of that $500 million in bond money to fin other opportunities for the STRIVE school,” said Kiley. “Co-location is not my preferred option. Co-located schools are not getting the same opportunities as other schools.”

For Poston, the issue was accountability. “There is just new new new but afterwards there isn’t the support that’s needed, there isn’t the drive,” she said. “I don’t know exactly what happened with the co-location but there has to be some accountability for decisions that are being made.”

As for O’Brien, the process for North High School and STRIVE Prep “wasn’t a good one. It’s the responsibility of the school board to make tough decisions but also to make sure voices are heard.” However, school options for parents was a major theme of the forum and O’Brien agreed with many reform supporters in this case, saying that the important thing is that “parents have a right to have an option. Every neighborhood school should be very high-quality and ever parent should have options.”

Teacher Evaluations

The candidates from Central Denver (District 3), Meg Schomp and Johnson, split in their support for DPS’ initiatives, including teacher evaluations. Their disagreement centered on the use of standardized tests as a measure of teacher effectiveness.

Schomp, like many critics of current reform trends, objected to the use of standardized tests to measure student abilities. “I think that knowing whether students can move onto the next grade is more important than whether they can fill out a high-stakes standardized test,” she said. “Teacher evaluations are too dependent on these tests. You have to account for the differences in students’ backgrounds as well.”

The role of standardized tests in teacher evaluations did not bother Mike Johnson, who pointed to growth scores, rather than absolute achievement, as a way to account for students’ backgrounds. “Fifty percent of the evaluation includes portfolio reviews and other aspects,” Johnson said. “I am in favor of DPS’ initiatives. LEAP is an imperfect step in the right direction. It’s a win for students, teachers and principals.”

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.