October count looms over flood-hit districts

Flood-impacted districts across the state are scrambling to get their students back in classrooms as they face the looming October date when their enrollment is measured for the purpose of state funding.

Larimer County evacuees board school buses. (Photo credit: Wyoming National Guard)
Larimer County evacuees board school buses. (Photo credit: Wyoming National Guard)

In Boulder Valley School District (BVSD), where some school facilities were destroyed or totally cut off, the district is hoping for some flexibility from the Colorado Department of Education (CDE).

“We’ve been told that for impacted students, there will be some leeway granted,” said Briggs Gamblin, BVSD’s communications director.

At a meeting Monday with eight superintendents from impacted districts, Colorado Commissioner of Education Robert Hammond and Sen. Michael Bennett discussed the issue of the October count.

The CDE allows a few modifications of the Oct. 1 count day. Those include selecting an alternate count day or counting students who were in school for five days on either side of Oct. 1 but not on the day itself. Districts may also count students who were in attendance prior to Oct. 1 and then subsequently absent, but only if they return within 30 days. State officials are also looking into the possibility of a “retroactive” count day, in other words using the number of students in attendance on some date prior to flooding.

In the meantime, districts are using their available resources to add bus routes for students who lack transportation, to provide clothes and school supplies for students who need them and locate students whose whereabouts are still unknown to their home school.

Getting to school

Some districts are trying to get their students back in school by removing one of the biggest barriers: transportation.

In Boulder, where flooding trapped students living up many of the nearby canyons, the district has opened the mountain schools. For those students who do not attend school in Boulder, they are back in class, same as usual. For students who live near Nederland but who attend school in Boulder, the district has provided a shuttle down to town. The drive takes about two hours each way, since buses have to travel via Golden to avoid washed-out roads.

“That’s a lot of time on the bus and we don’t really know if it’s going to work,” said Gamblin.

So the district is considering some alternatives, including sending classroom materials over the internet.

“Some parents are asking for something online where teachers can send instruction and work to students,” said Gamblin.

In Jamestown, where the school building is completely unreachable, the district has brought the classroom to its students. For 11 students who were trapped in a Jamestown subdivision during flooding, the district has set up a classroom right at home.

“Eleven [Jamestown students] live in a mountain subdivision called Bar K ranch and one of their teachers lives up in Ward,” said Gamblin. “So the teacher and a classroom [paraprofessional] are going to teach them there.”

The other 12 Jamestown students stranded in Boulder are having class too, in a designated classroom at Community Montessori.

Greeley, like many other districts, has increased bus service to neighborhoods where displaced students or students whose family lost their method of transport are living.

“We’ve created little hubs in different neighborhoods to pick up students and get them to their home schools,” said Theresa Myers, the director of communication for the Greeley 6 school district. Even so, she said, “some students are getting to school a little bit late.”

However, the increased bus routes are draining the district’s resources, which may impact their academic plans for the year.

“It’s draining our resources immensely,” said Myers. “Basically all of our Title I funds are gone. We’ve been very lucky to get donations from the public.”

Estes Park, on the other hand, is busing fewer students.

“We’re actually doing less busing because some roads are still closed,” said Patrick Hickey, Estes Park School District R-3’s superintendent. “We’re putting more students on few buses.”

Students who are trapped on the the other side of closed roads are going to great lengths to get to school, according to Hickey.

“Students are walking to get out to where the school bus is,” said Hickey. “People are going to some pretty extraordinary efforts to get in.”

Some hard-hit districts aren’t seeing heavy impacts on their schools. St. Vrain School District, which includes the washed-out town of Lyons, has seen no significant absenteeism or loss of students.

“Our Lyons schools had a lot of displaced students,” said John Poynton, executive director of communications for the school district. “[But] we have not seen any dramatic exodus. That’s a very tight knit community and school.”

Lyons students are currently attending class in Longmont, where a lot of families are in temporary housing.

Locating students

Even in districts where school buildings are intact, staff are struggling to locate displaced students who may not have returned to their home school or may not have a permanent place to stay.

In Greeley, the district’s facilities escaped without any physical damage, but nearly 800 students are now officially homeless. That’s up from 131 homeless students prior to flooding.

The resulting impact on attendance has been dramatic.

“We’ve had a definite rise in absences,” said Myers. “The problem is that it fluctuates every day because people don’t have a permanent housing solution.”

In the past week, Greeley has recorded rates of absenteeism as high as 1,100 students in a single day, more than double the typical rate. With count day looming, Myers said the district’s primary goal is to locate all the kids, whether they are in their original school or not.

“We’ve emphasized for our principals and teachers that their primary goal over the next week is to find their kids, wherever they are,” said Myers. The district is also working to provide clothes and school supplies to now-homeless students.

Both Greeley and Estes Park are facing the possibility that students may be leaving the district, due to the loss of homes or family employment

“We’ve had 30 [students] that have dis-enrolled,” said Hickey. Attendance in his district is near normal levels, although Hickey anticipates using one of the CDE’s alternative October count strategies.

Poudre Valley School District in Fort Collins has not seen any impacts on its students, although staff are on the lookout for families transferring from other districts. Few have so far, said a spokesman for the district.

For Hickey, getting his district’s back into a normal school routine is about more than the October count.

“We’re pushing really hard to get them back to a sense of normalcy,” he said. “Getting these kids together and talking and sharing experiences is a positive side of it.”

Myers agreed, saying that once kids are back in the classroom, they’ll find school is just the same.

“Once you get in to the schools, you wouldn’t know anything is different,” she said.

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.