Colorado

Landri Taylor newest DPS board member

Landri Taylor, head of the Denver Urban League and a key player in the Far Northeast school turnaround, will represent northeast Denver’s District 4 on the Denver school board.

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Board President Mary Seawell announced her decision Monday.

“I feel elated,” Taylor said. “I’m prepared. I was prepared weeks ago. There’s no time to waste. I am excited to jump right in and move the ball forward.”

Taylor pledged to view any issue through one lens: Does it actually impact the achievement of kids in the classroom?

“If I’m only on the board for the next few months or next few years, that is my number one objective. The number one human rights issue, in this community and this county, is to eliminate the achievement gap. This gives me the additional platform to push forward on.”

Under state law the board had 60 days to fill the vacancy. That period ended Sunday without board agreement, giving Seawell the power to pick the new member.

Seawell’s decision ended two months of collecting applications from people interested in serving on the board, lengthy interviews with applicants and continuing controversy on the board and in the community over who should fill the seat.

“The biggest thing he brings is a lot of experience with the district, working with communities…,” Seawell said Monday.

Seawell said she’s happy to have someone “who can hit the ground running and who really understands the work and how important it is.”

Seat considered swing vote

The seventh seat, vacated in January when Nate Easley resigned because of new responsibilities as head of the Denver Scholarship Foundation, is considered a swing vote on the divided school board. Taylor is also expected to have an edge in the November election, a point that concerned critics of the process.

Easley tended to join the board majority in its support of district reforms, including the School Performance Framework, which is used to evaluate schools, and support of charter schools, campus sharing by charters and traditional schools and expanded school choice.

“Landri is a great choice,” said Van Schoales, head of A+ Denver and one of the city’s most visible advocates for school reform. “He’s been involved with a variety of DPS efforts for a decade or more as an active community member. His work with the district in the far NE turnaround efforts puts him in a great position to help oversee DPS.”

The board received 25 application and whittled that pool to nine in a secret balloting process. The six board members narrowed that list to three people – Taylor, lawyer Taggart Hansen and urban teacher educator Antwan Jefferson. Hansen dropped out Friday.

While board member Andrea Merida was putting her support behind Jefferson, she said she looked forward to getting to work on important issues with Taylor.

“Landri brings a lot of ties to the community, and I look forward to working with him to deepen those ties with the Spanish-speaking families of Northeast Denver,” Merida said via email. “I am commited as well to collaborating with him on bringing the authentic voice of the families of our 72 percent free/reduced lunch students to the fore. These families pay for everyone else’s designer school programs but see little else but privatization and high-stakes testing for their own children.

“It’s time this district understands how policymaking from the perspective of privilege impacts our working-class families, and I know Landri can help.”

Colorado Latino Forum raised concerns

After the nine finalists were chosen, the Denver metro branch of the Colorado Latino Forum asked the board to scrap the process and start again to ensure that a Latino candidate would have a shot at the seat. There were three Latinos in the original pool of 25 but none was selected.

The group also filed a civil rights complaint with the U.S. Department of Education. Federal officials have not yet determined whether they have jurisdiction over the matter.

“They must believe we were born under a rock and can’t follow the shell game happening before our eyes to select the anointed candidate they wanted all along,” Rudy Gonzales, league Metro Chapter co-chair, said in a news release when Hansen announced plans to pull his name. “It’s time to return the school board to community leadership rather than the puppetmasters behind the scenes directing the show.”

Seawell said it was not her intention to name Taylor to the seat from the get-go.

“I think a lot of people recognized Landri would be strong, because of his involvement in education issues,” Seawell said. “I wasn’t sure until I really listened and talked to a lot of different people.”

Hansen took his name out of the hat Friday after complaining about the “political posturing on display by select members” at a special board meeting Thursday. (Read EdNews story). He was referring to board member Arturo Jimenez’s decision last week to no longer participate in the process.

In a letter read to the board Jimenez wrote:

“I absolutely remain firm in my belief that we have not provided a meaningful process for appointment of a qualified individual to fill the vacant Board of Education post for Director of District 4 … and I refuse to be a part of this false presentation to the community.”

In response, Hansen said the events at the meeting “made it increasingly clear that I am unable to devote the time or energy necessary to help you overcome the dysfunction this type of behavior engenders.

“At a time when we should be focused on the needs of students, some have chosen instead to spend time focused almost exclusively on the needs of adults,” Hansen, a lawyer who lives in Stapleton, wrote.

Wide interest in open seat

Former Mayor Wellington Webb also got involved in the search, urging the board to hold a special election so that voters would make the decision.

Landri Taylor
Landri Taylor

With only Taylor and Jefferson left in the final pool, Seawell on Saturday said she still was committed to make her final selection from the pool of nine candidates – a concession she made earlier to keep board members Jimenez, Andrea Merida and Jeannie Kaplan involved in the process.

Taylor was expected to be sworn into office at the board’s regular meeting Thursday.

Several major issues are coming up that Taylor will consider, including revisions to the Denver Plan, which guides DPS in key decisions and work on a modified consent decree, which governs how the district deals with English Language Learners.

Prior to taking the helm of the Urban League, Taylor was vice president of community affairs for Forest City Stapleton, the development company behind the mixed-use neighborhood. In that job, he was responsible for small business development, job training and outreach to minority-owned and woman-owned businesses.

Taylor has served on numerous boards and commissions. In 1998, he co-chaired Denver’s successful $100 million neighborhood bond campaign. He also served as board treasurer on the Regional Transportation District Board and as chair of the Denver Democratic Party from 1997 to 1999.

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.