Colorado

After protests, planned school boundaries in central Denver get edits

Updated: 7:02 p.m. Denver’s school board unanimously passed a proposal to change the boundaries between Lowry Elementary School and the Denver Green School that does not include the lower income Berkshire Towers or a new addition to Lowry.

7 p.m. New proposal also leaves the Berkshire Towers with Denver Green School rather than moving it to the Lowry boundary.

6:15 p.m. An updated proposal is now on the website. It does not mandate any addition but allows for building future capacity:
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More here.

A district plan to change the boundaries between two central Denver schools that attracted parent protest may receive some major edits at the school board meeting tonight.

Proposed changes to Lowry Elementary and Denver Green School boundaries (Denver Public Schools)
Proposed changes to Lowry Elementary and Denver Green School boundaries (Denver Public Schools)

The original plan would have altered the boundary between the Denver Green School and Lowry Elementary School, adding roughly 150 new students to Lowry over the next several years. Lowry would receive students from three neighborhoods, two relatively affluent neighborhoods and one lower income residential area. The district allocated funds under the 2012 bond measure to build an addition to Lowry this winter to prepare for that influx of students.

But a document posted to the agenda for Thursday night’s school board meeting suggests that the addition may be postponed and the boundaries between the two schools altered slightly. The district had not returned calls for comment as of press time.

The apparent revision comes after months of protests from community members who don’t want the planned boundary changes and addition to move forward. The original plan, which was presented to the board for a vote in September, was delayed twice after drawing criticism from representatives of both school communities and local homeowners associations. Critics said the plan was not presented in advance to the community and did not provide any alternatives for discussion.

“The hard part here is that the community has wanted other alternatives, like building a new school,” said Veronica Figoli, the district’s head of community outreach. “We feel very strongly even back at the bond and mill levy, the money set aside was for a new expansion, not a new school.”

Despite the district’s position, parents at several community forums and a special public comment session Monday have pushed to consider a new school to house the 150 new students at Lowry and reduce class sizes. Their proposed location is the building that once housed Whiteman Elementary School, now the home of the Denver Language School.

“The Denver Language School is outgrowing its space,” said Michael Miller Monday. Miller said he had one child enrolled in the Denver Green School.

Miller and other parents found a supporter in Jeannie Kaplan, an outgoing board member.

“Every time DSST blinks its eye, we build them a school or find them a building,” said Kaplan. According to Kaplan, the boundary changes represent a systemic problem in the district’s approach to central Denver. “To me, this [proposal] doesn’t address the issue in central Denver, which is overcrowding in schools.”

Kaplan also said the capacity issue could be solved by managing the number of students who choose to go to Lowry.

“If the school said no to choice and accepted kids from all the areas, they wouldn’t need an addition,” said Kaplan.

She is not opposed to the boundary change but would like to see discussion about the addition delayed.

Asked why she supported one and not the other, Kaplan said she wanted to support Mayfair Park, one of the neighborhoods affected by the change. Mayfair Park’s neighborhood school is the Denver Green School, which is an innovation school. The president of the Mayfair Park neighborhood association said the neighborhood would like a more traditional neighborhood school.

The discussion around the boundary change has also raised issues of the area’s demographics. The three neighborhoods which would be moved inside the Lowry boundary includes Berkshire Towers, a lower income neighborhood. Lowry currently has 34 percent low income students, compared with 58 percent at the Denver Green School.

Observers at community meetings reported that participants raised the issue of how many more students who receive free and reduced lunch would attend Lowry under the new plan. Others objected to the district’s projections for how many more students the schools could expect, saying they didn’t take into account larger families.

“By changing the boundaries, you are further impoverishing kids,” said David Halterman, a Denver Green School parent. “You’re going to further segregate poor people.”

Another Denver Green school parent commented on wanting “the socioeconomic mixture that benefits all students.”

But for most, the key issue seems to have been the timeline for making a decision and beginning construction of the Lowry addition.

District staffers presented the community with the boundary change plan the same week as the original board vote in September. The district expected to break ground in December on the new addition and begin enrolling students according to the new boundary changes next year.

“I’ve asked myself over and over, what’s the rush to change the boundaries and start a major construction project right now?” said Sara Simmons, a Lowry parent.

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.