Colorado

DPS SchoolChoice plan set to go

The Denver Public Schools’ new streamlined “one form, one timeline, all schools” enrollment system now has the participation of every charter school in the district.

The system, which the district is branding as SchoolChoice, will replace what DPS said was a welter of more than 60 different enrollment and wait-list processes and is designed to eliminate confusion and ensure equity in district-wide enrollment.

“For too long, this process has been a cumbersome one for families,” Superintendent Tom Boasberg stated in his current newsletter. “We needed to do a better job of making the process of selecting a school simple, user-friendly and fair; SchoolChoice does just that by condensing the process down to one piece of paper and one timeline.”

DPS spokesman Mike Vaughn added, “A family’s first choice should always be the school in their neighborhood, but if that’s not the right fit, we want to create a simple and equitable support system to help those families find and enroll in the school that’s best for their child.”

Until recently it was uncertain whether all of the 35 charter schools in the DPS system would take part in SchoolChoice. The district now has a commitment from every charter to participate.

SchoolChoice is being implemented with outreach support led by the nonprofit Get Smart Schools, which is coordinating a coalition of community organizations that will assist in efforts to publicize the new enrollment program.

Under SchoolChoice, families of children in the transitional years – those entering kindergarten and those in fifth and eighth grades – will be asked to complete a form no later than Jan. 31, listing five schools in exact order of preference. The district will endeavor to place each student in his or her highest-listed preferred school, and every child will be guaranteed a seat at their neighborhood school.

DPS has revised its enrollment guides to include detailed profiles of every school and has translated them into Spanish, Vietnamese and Arabic. They are being distributed to every transition-grade student, with extra copies available at every school.

The outreach effort is seen as critical to introducing the new enrollment process to district parents, as there are 137 languages and dialects spoken in the district. The top seven are English, Spanish, Vietnamese, Arabic, Karen, Burmese and Somali.

The district is hosting five SchoolChoice informational expos in the first two weeks of December. Here’s the schedule:

  • Far Northeast Denver Regional School Expo – Dec. 3, 10 a.m. – noon; Evie Dennis Campus
  • Southeast Denver Regional School Expo – Dec. 3, 10 a.m. – noon; Merrill Middle School
  • Southwest Denver Regional School Expo – Dec. 3, 9 – 11 a.m.; Lincoln High School
  • Near Northeast Denver Regional School Expo – Dec. 6, 6-8 p.m.; Bruce Randolph Middle/High School
  • Northwest Denver Regional School Expo – Dec 10, 9-11 a.m.; North High School

SchoolChoice forms will be available on Dec. 1 at any DPS school or online. They can be turned in at any school or at the DPS administration building, 900 Grant St.

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.